The LAMDA Graded Examinations in
Performance
From 1 September 2009
LAMDA Examinations
155 Talgarth Road
London W14 9DA
Telephone: +44 (0) 844 847 0520
Fax: +44 (0) 844 847 0251
Email: exams@lamda.org.uk
Web: www.lamda.org.uk
Syllabus Specifications for Graded Examinations in Performance Version 2
Copyright © LAMDA Limited 2010
All rights reserved.
No part of this publication may be reproduced, copied or transmitted save with written permission,
other than the copying of a specific grade/level for the purpose of examination preparation.
This publication may only be used in connection with LAMDA Examinations.
Any person who does any unauthorised act in relation to this publication may be liable to
criminal prosecution and civil claims for damages.
Contents
Page
About LAMDA Examinations
About this syllabus booklet
Publications and Materials
Office of the Qualifications and Examinations Regulator (Ofqual)
The Qualifications and Credit Framework
LAMDA Accredited Qualifications
A note on Language
The Diploma Catalogue
Additional and Specialist Learning (ASL)
The role of Component Awarding Bodies (CABs) in the Diploma Personal, Learning and Thinking Skills (PLTS)
LAMDA Graded Examinations: Joint Qualifications in Communication or Performance
Reasonable Adjustments
Special Considerations
Regulations for all Examinations
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Graded Examinations in Performance: Acting
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Purpose of the Qualification
Broad Objectives of the Qualification
Structure
General Notes and Regulations
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1.0 Entry Level
1.1 Learning Outcomes
1.2 Amplification of the Learning Outcomes
1.3 Level Descriptor
1.4 Repertoire Guidelines and Regulations
1.5 Total Time Allowance
1.6 Examination Content
1.7 Marking Scheme
2.0 Level 1
2.1 Learning Outcomes
2.2 Amplification of the Learning Outcomes
2.3 Level Descriptor
2.4 Repertoire Guidelines and Regulations
2.5 Total Time Allowance
2.6 Examination Content
2.7 Marking Scheme
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3.0 Level 2
3.1 Learning Outcomes
3.2 Amplification of the Learning Outcomes
3.3 Level Descriptor
3.4 Repertoire Guidelines and Regulations
3.5 Total Time Allowance
3.6 Examination Content
3.7 Marking Scheme
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4.0 Level 3
4.1 Learning Outcomes
4.2 Amplification of the Learning Outcomes
4.3 Level Descriptor
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4.4 Repertoire Guidelines and Regulations
4.5 Total Time Allowance
4.6 Examination Content
4.7 Marking Scheme
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Learning Outcomes and Assessment Criteria: Entry Level
Learning Outcomes and Assessment Criteria: Level 1
Learning Outcomes and Assessment Criteria: Level 2
Learning Outcomes and Assessment Criteria: Level 3
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Graded Examinations in Performance: Devising Drama
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Purpose of the Qualification
Broad Objectives of the Qualification
Structure
General Notes and Regulations
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1.0 Entry Level
1.1 Learning Outcomes
1.2 Amplification of the Learning Outcomes
1.3 Level Descriptor
1.4 Total Time Allowance
1.5 Examination Content
1.6 Marking Scheme
2.0 Level 1
2.1 Learning Outcomes
2.2 Amplification of the Learning Outcomes
2.3 Level Descriptor
2.4 Total Time Allowance
2.5 Examination Content
2.6 Marking Scheme
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3.0 Level 2
3.1 Learning Outcomes
3.2 Amplification of the Learning Outcomes
3.3 Level Descriptor
3.4 Total Time Allowance
3.5 Examination Content
3.6 Marking Scheme
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4.0 Level 3
4.1 Learning Outcomes
4.2 Amplification of the Learning Outcomes
4.3 Level Descriptor
4.4 Total Time Allowance
4.5 Examination Content
4.6 Marking Scheme
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Learning Outcomes and Assessment Criteria: Entry Level
Learning Outcomes and Assessment Criteria: Level 1
Learning Outcomes and Assessment Criteria: Level 2
Learning Outcomes and Assessment Criteria: Level 3
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Graded Examinations in Performance: Miming
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Purpose of the Qualification
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Broad Objectives of the Qualification
Structure
General Notes and Regulations
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5.0 Entry Level
5.1 Learning Outcomes
5.2 Amplification of the Learning Outcomes
5.3 Level Descriptor
5.5 Total Time Allowance
5.6 Examination Content
5.7 Marking Scheme
6.0 Level 1
6.1 Learning Outcomes
6.2 Amplification of the Learning Outcomes
6.3 Level Descriptor
6.5 Total Time Allowance
6.6 Examination Content
6.7 Marking Scheme
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7.0 Level 2
7.1 Learning Outcomes
7.2 Amplification of the Learning Outcomes
7.3 Level Descriptor
7.5 Total Time Allowance
7.6 Examination Content
7.7 Marking Scheme
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8.0 Level 3
8.1 Learning Outcomes
8.2 Amplification of the Learning Outcomes
8.3 Level Descriptor
8.5 Total Time Allowance
8.6 Examination Content
8.7 Marking Scheme
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Learning Outcomes and Assessment Criteria: Entry Level
Learning Outcomes and Assessment Criteria: Level 1
Learning Outcomes and Assessment Criteria: Level 2
Learning Outcomes and Assessment Criteria: Level 3
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About LAMDA Examinations
LAMDA began offering speech and drama examinations to the public in the 1880s. Since then,
these examinations have been refined and developed into a comprehensive system of performance
evaluation by experts in education, acting and communication.
In addition to being the largest Speech and Drama awarding body in the United Kingdom, LAMDA
Examinations has a reputation for excellence worldwide.
Our mission is to:
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improve standards in communication through the spoken word
foster an appreciation of literature, poetry and drama
acknowledge levels of achievement
support the creative, intellectual and social development of the individual as a whole.
Our challenge is to recognise achievement in communication and performance and to support the
development of self-esteem of children, young people and adults across the globe.
Dawn Postans
Head of Examinations
6
About this syllabus booklet
This syllabus document outlines all the specifications for LAMDA Communication examinations. It is
designed for use by teachers, learners, parents and anyone involved in the preparation of learners for
LAMDA examinations.
Publications and Materials
The following documents are also available from LAMDA Examinations. Most can be downloaded
from our website www.lamda.org.uk/exams
•
Syllabus Specifications for Performance Examinations (From 1 September 2009)
•
Syllabus Specifications for Graded Examinations in Musical Theatre (From 1 December 2007)
•
Syllabus Specifications for PCertLAM (From 1 September 2008)
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Syllabus Specifications for Diploma Qualifications (From 1 September 2008)
•
Guide for Centres and Teachers
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Examination Timings
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Entry Forms
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Fee List
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Public Centre Date List
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Publications and Merchandise order form
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Association of LAMDA Teachers leaflet
•
VoiceOver: our twice-yearly magazine.
LAMDA Examinations offers an extensive range of educational support materials for teachers and
centres who work with our examinations. Please refer to our website www.lamda.org.uk for further
details or request a Publications and Merchandise List.
In addition LAMDA Examinations operates a regional programme of workshops and seminars for
teachers. For further information, please contact us.
7
Office of the Qualifications and Examinations Regulator (Ofqual)
LAMDA Examinations has been accredited as an awarding organisation by Ofqual, the Office of the
Qualifications and Examinations Regulator in England, and the corresponding regulatory authorities in
Wales (DELLS) and Northern Ireland (CCEA). Ofqual was launched in April 2010 as the new regulator
for qualifications, examinations and assessments.
The LAMDA qualifications below are accredited, ensuring transparency, consistency and fairness.
They are part of the Qualifications and Credit Framework (QCF) and equate with other accredited
QCF qualifications.
The Qualifications and Credit Framework (QCF)
The Qualifications and Credit Framework (QCF) is a credit-based qualifications framework, allowing
a unit-based approach to building qualifications. All vocational qualifications will be placed on the
framework by 2013.
LAMDA Accredited Qualifications
Entry 3: Graded Examinations in Communication: Speaking Verse and Prose
Level 1: Graded Examinations in Communication: Speaking Verse and Prose
Level 2: Graded Examinations in Communication: Speaking Verse and Prose
Level 3: Graded Examinations in Communication: Speaking Verse and Prose
Entry 3: Graded Examinations in Communication: Reading for Performance
Level 1: Graded Examinations in Communication: Reading for Performance
Level 2: Graded Examinations in Communication: Reading for Performance
Level 3: Graded Examinations in Communication: Reading for Performance
Entry 3: Graded Examinations in Communication: Using Spoken English
Level 1: Graded Examinations in Communication: Using Spoken English
Level 2: Graded Examinations in Communication: Using Spoken English
Level 3: Graded Examinations in Communication: Speaking in Public
Entry 3: Graded Examinations in Performance: Acting (Solo/Duologue)
Level 1: Graded Examinations in Performance: Acting (Solo/Duologue/Combined)
Level 2: Graded Examinations in Performance: Acting (Solo/Duologue/Combined)
Level 3: Graded Examinations in Performance: Acting (Solo/Duologue)
Entry 3: Graded Examinations in Performance: Devising Drama (Solo/Duologue)
Level 1: Graded Examinations in Performance: Devising Drama (Solo/Duologue)
Level 2: Graded Examinations in Performance: Devising Drama (Solo/Duologue)
Level 3: Graded Examinations in Performance: Devising Drama (Solo/Duologue)
Entry 3: Graded Examinations in Performance: Miming (Solo/Duologue)
Level 1: Graded Examinations in Performance: Miming (Solo/Duologue)
Level 2: Graded Examinations in Performance: Miming (Solo/Duologue)
Level 3: Graded Examinations in Performance: Miming (Solo/Duologue)
Entry 3: Graded Examinations in Musical Theatre (Solo/Duo)
Level 1: Graded Examinations in Musical Theatre (Solo/Duo)
Level 2: Graded Examinations in Musical Theatre (Solo/Duo)
Level 3: Graded Examinations in Musical Theatre (Solo/Duo)
Level 3: The LAMDA Certificate in Speech and Drama: Performance Studies (PCertLAM)
Level 5: The LAMDA Diploma in Communication, Speech and Drama Education (LSDE)
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Presently LAMDA Level 3 Certificates in Communication and Performance and the PCertLAM are
recognised within the UCAS tariff for UK university entrance.
QCF Level
LAMDA Grade
Qualification
Entry level
Entry3
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Award
Award
Award
Award
Award
Award
Certificate
Certificate
Certificate
Level 1
Level 2
Level 3
Further information is available on the National Database of Accredited Qualifications website: www.
accreditedqualifications.org.uk
LAMDA accredited qualifications are approved for use on publicly funded courses of study. For
further information on funding please either contact your Local Education Authority (LEA) or the Young
People’s Learning Agency (YPLA) for 16-19 funding arrangements or the Skills Funding Agency (SFA)
for post-19 funding arrangements. The latter two bodies have emerged from the Learning and Skills
Council (LSC).
Further information is also available on the Ofqual website: www.ofqual.gov.uk, the Young People’s
Learning Agency (YPLA) website www.ypla.gov.uk and the Skills Funding Agency (SFA) website www.
skillsfundingagency.bis.gov.uk
A note on Language
English is used and explicitly expressed in all LAMDA Examinations specifications/syllabi
and assessment materials. Examinations are conducted in English. The language used in all
specifications/syllabi, assessment materials and during practical assessment is explicit, plain, free
from bias and appropriate to the examination.
Whilst LAMDA offers examinations in Ireland and Wales, it does not offer examinations using Welsh
or Irish (Gaeilge) languages.
The Diploma Catalogue
LAMDA’S accredited qualifications at Levels 1, 2 and 3 feature in the Diploma Catalogue in the UK.
They are accredited as either Additional or Specialist Learning within Diplomas.
Additional and Specialist Learning (ASL)
Additional and Specialist Learning (ASL) provides learners with greater breadth (Additional Learning)
and depth (Specialist Learning) of study and enables them to tailor their personal programmes to
their own interests and aspirations. For learners: the subjects you choose as part of the Additional
and Specialist Learning offer the opportunity to study a particular topic in more depth or to study
something different that widens your experience. Additional and Specialist Learning will broaden your
horizons and help to open up different opportunities in future study and employment.
Sourced from www.ofqual.gov.uk
9
The role of Component Awarding Bodies (CABs) in the Diploma
In the UK the role of Component Awarding Bodies (CABs) in 2009 is to support centres and consortia
in understanding the operational arrangements and Diploma processes in relation to the CAB’s
qualifications that contribute to the overall Diploma award.
A Component Awarding Body (CAB) offers the constituent qualifications that contribute to the
Diploma including the Additional and Specialist Learning (ASL). CABs will register and support
centres in delivering these constituent qualifications.
CABs support centres on administration surrounding the CAB’s own qualifications in the ways outlined
below, once the centre has been registered by the CAB for delivery of the qualification(s) in question.
It does this by:
a. Helping centres understand what they need to do to secure the assessment and award of a
qualification. This will include communicating to the centres the administrative tasks leading up to
the award of the qualification and the results being entered onto the diploma aggregation service
(DAS).
b. Externally quality assuring the centre and its data submissions to ensure validity, accuracy,
completeness and timeliness. This includes verifying the learner details referenced by the unique
learner number (ULN), as far as they refer to the CAB.
c. Supplying results data to the diploma aggregation service (DAS) within 10 days of qualifications
being awarded in accordance with agreed service levels and commercial terms.
d. Verifying the relevant prior achievement of Diploma learners for the constituent qualifications they
offer and updating DAS within 10 days of verifying a prior learning request.
e. Investigating cases of missing results with centres, where the learner and their qualification are
known on DAS and to the CAB.
f. Working with centres and relevant DABs to ensure DAS holds all relevant constituent qualification
results for learners receiving a Diploma award.
g. Clarifying the timescales and requirements for enquiries or appeals, and handling them.
CABs will provide advice, guidance and support to centres on the above topics through their normal
channels of support.
CABs will also support centres on curriculum-related issues, including providing guidance in
curriculum planning and ensuring standards.
Personal, Learning and Thinking Skills
The Personal, Learning and Thinking Skills (PLTS) provide a framework for describing qualities and
skills needed for success in learning and life.
The framework comprises 6 groups of skills:
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independent enquirers
creative thinkers
reflective learners
team workers
self-managers
effective participants.
The framework supports young people in their learning across the curriculum, allowing them to learn
to develop and to transfer skills across a range of contexts.
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The LAMDA Graded Examinations offer a range of opportunities for learners to develop personal,
learning and thinking skills.
Independent Enquiry
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Present opportunities for individual research at each level (in the study of language and literature
in Speaking Verse and Prose, Reading for Performance and Acting)
Present opportunities for presentation of personal interests (Speaking in Public and Using Spoken
English).
Creative Thinking
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Present opportunities for learners to understand, interpret and communicate the words of a poet,
author or playwright
Present opportunities for learners to stage and to develop the presentation of a text or series of
texts/ themes
In Devising Drama and Miming – to allow learners to devise a scene or prepare a mime
In Using Spoken English and Speaking in Public – to provide an opportunity for them to plan the
content of material for its presentation.
Reflective Learning
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Present opportunities to reflect on learners’ work (their own and / or that of others if taught in a
group)
Present opportunities for individual research at an appropriate level
Help learners to develop the ability to make choices and talk about their decisions
In Acting, Miming, Devising Drama exams – to help learners to think about staging and
relationships between characters (real or imaginary).
Team-Working (Group exams/Duos)
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Provide opportunities for interaction – listening to others and developing respect
Provide opportunities to share responsibilities and plan collaboratively
Provide opportunities to work with others and to develop an appreciation of group rhythm and
timing.
Self-Management
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Develop self-confidence
Develop communication and general conversation skills
Present opportunities for learners to improve concentration skills: by memorising words, by
movement and by refining performance by practice
Improve technical skills over time: vocal projection, modulation and clarity of diction
Help learners to develop a sense of occasion.
Effective Participation
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Provide a channel for enthusiastic response
Provide a mechanism to encourage the development of practical communication skills
Provide a pathway of staged progression in a variety of disciplines
Provide the opportunity to be linked to an international organisation with recognised standards.
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Graded Examinations: Joint Qualifications in Communication or Performance
The LAMDA Graded Examinations: Joint Qualifications in Communication or Performance recognise
and reward by credit accumulation learners who successfully achieve 3 constituent parts of any of the
levels shown below within the timeframe of 24 months from the date of the first examination. The level
of the qualification will be determined by the lowest grade accumulated. Learners wishing to claim one
of these awards should contact LAMDA Examinations.
The LAMDA Graded Examinations: Joint Qualification in Communication Level 1
Learners must achieve Grade 1 or Grade 2 or Grade 3 in the following:
• Speaking Verse and Prose
• Using Spoken English
• Reading for Performance.
The LAMDA Graded Examinations: Joint Qualification in Communication Level 2
Learners must achieve Grade 4 or Grade 5 in the following:
• Speaking Verse and Prose
• Using Spoken English
• Reading for Performance.
The LAMDA Graded Examinations: Joint Qualification in Communication Level 3
Learners must achieve Grade 6 or Grade 7 or Grade 8 in the following:
• Speaking Verse and Prose
• Speaking in Public
• Reading for Performance.
The LAMDA Graded Examinations: Joint Qualification in Performance Level 1
Learners must achieve Grade 1 or Grade 2 or Grade 3 in any 3 of the following:
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Acting
Miming
Devising Drama
Musical Theatre for the Actor/Singer.
The LAMDA Graded Examinations: Joint Qualification in Performance Level 2
Learners must achieve Grade 4 or Grade 5 in any 3 of the following:
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Acting
Miming
Devising Drama
Musical Theatre for the Actor/Singer.
The LAMDA Graded Examinations: Joint Qualification in Performance Level 3
Learners must achieve Grade 6 or Grade 7 or Grade 8 in any 3 of the following:
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Acting
Miming
Devising Drama
Musical Theatre for the Actor/Singer.
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Reasonable Adjustments
LAMDA Examinations offers open access to all examinations, irrespective of ethnicity, nationality,
gender, religion, sexual orientation, disability, creed or marital status.
LAMDA Examinations will comply with the terms of all relevant UK legislation, including the
Disability Discrimination Act, with regard to access arrangements and reasonable adjustments to the
examination process.
Such adjustments must be agreed before an examination to enable learners who might not otherwise
be able to do so to demonstrate their attainment or competence.
Learners, Teachers and/or Centres on behalf of learners with particular needs, may apply for
reasonable adjustments to be made to examination requirements by marking the learner entry form
and submitting the entry with an ‘Application for Reasonable Adjustment Form’.
Examination Entry forms provide space for teachers and/or learners to bring to LAMDA Examinations
attention any special circumstances or needs which the learner wishes to be considered. The learner
will still be examined against standard criteria. The examination procedure or the environment may be
adjusted to accommodate the specified circumstances.
In granting reasonable adjustments to the examination, cases will be judged on an individual basis.
Adjustments to the examination must not give the learner an unfair advantage over other learners.
Adjustments to the examination must not compromise the integrity of the examination or reduce its
reliability or validity.
Learners, Teachers and/or Centres on behalf of learners may contact LAMDA Examinations directly
if they wish to discuss specific reasonable adjustments for their learners, prior to submitting the entry
and application form.
Learners requiring access to a Braille text for examinations that require a sight-reading should submit
their Application for Reasonable Adjustment 8 weeks before the examination session to allow for a
Braille document to be produced.
All public examination centres have wheelchair access.
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Special Considerations
A Special Consideration is a consideration given following a period of assessment for the learner who:
•
•
was prepared and present at an assessment but who may have been disadvantaged by
temporary illness, injury or adverse circumstances that have arisen at or near the time of
assessment
misses part of the assessment due to circumstance outside their control (i.e. Fire alarm).
Examples of Special Considerations
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•
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Terminal Illness
Recent bereavement of member of immediate family
Incapacity
Recent traumatic experience
Flare up of severe congenital illness such as epilepsy, diabetes or asthma.
LAMDA Examinations would expect provision and arrangement in place to enable the learner in
circumstances to complete assessment and thereby achieve the qualification/unit. Only when this is
unsuccessful should an application for special considerations be made. All applications for special
considerations will be made on a case by case basis. Special considerations must be submitted to
LAMDA Examinations in writing, detailing the circumstances and enclosing the examination report
form, within 10 working days following the examination date.
A learner who is prevented by illness or other circumstances beyond his or her control from
participating in an examination will, on production of evidence from a medical practitioner and/or
employer to support the claim, be allowed to retake it at no additional cost at the next scheduled
opportunity. LAMDA Examinations will only consider making aegrotat awards for examinations that do
not require assessment of practical competence.
If the application is successful the learner’s performance will be reviewed in the light of the available
evidence
It is important to note it will not be possible to apply special considerations in instances where
assessment requires the demonstration of practical competence or where the criteria have to be fully
met.
In these circumstances where the assessments are demand assessments (Practical, Oral
presentations, Performance- based) LAMDA Examinations will offer the learners affected the
opportunity to take the assessment again at a later date. If this is decided by LAMDA Examinations
as the most appropriate action it will award a full or part Transfer Credit Voucher (TCV) refunding the
fee to the learner(s) in question. A TCV is non transferable and valid for one year only. For re-entry
learners must complete an entry form, enclosing their vouchers and fee balance.
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Regulations for All Examinations
1 Teachers and learners should refer to the ‘General Notes and Regulations’ printed in each
individual subject area throughout the specifications.
2 Learner registration is accepted as evidence that the learner agrees to the regulations laid down
in the specifications.
3 Learners may enter for more than one subject at one examination session, but must state this on
the entry form. Learners may not enter for more than one grade or diploma in the same subject
at one examination session unless written permission is obtained from the Head of Examinations.
Learners may not enter for the same grade in both solo and duologue examinations. Learners
may not enter for more than one group examination of the same subject and grade.
4 Learners must be in attendance and ready for their examination at least 15 minutes prior to the
stated time of the examination.
5 LAMDA Examinations reserves the right to decline or cancel any entry and return the fee. LAMDA
Examinations does not guarantee to examine at any Centre where the number of learners is
insufficient to warrant it. Fees will be returned in such cases.
6 LAMDA Examinations reserves the right not to examine a learner if they have a possibly
contagious illness, such as chicken pox.
7 LAMDA Examinations cannot grant requests for specific dates and times.
8 No unauthorised person will be allowed to be present during any examination.
9 LAMDA Examinations reserves the right to return entries received after the closing date.
10 Examination appointments vacated by learners who are sick, or those withdrawing for other
reasons, cannot be taken by other learners.
11 Should a learner be prevented from attending an examination after their entry has been
processed, LAMDA Examinations should receive notice in writing, detailing the circumstances and
enclosing the report form, within 10 working days of the examination date. Under circumstances
such as illness, injury or recent bereavement, LAMDA Examinations will consider refunding
half the fee in the form of a Transfer Credit Voucher (TCV). Transfer Credit Vouchers are nontransferable and valid for one year only. For re-entry, learners must complete an entry form,
enclosing their voucher and fee balance.
12 Fees cannot be returned except under regulations 5, 6, or 9.
13 LAMDA Examinations issue medals in materials other than precious metal. The words ‘Bronze’,
‘Silver’ and ‘Gold’ are used by LAMDA Examinations purely as an academic standard for
the medal examinations. LAMDA Examinations reserves the right to change the style and
presentation of all awards.
14 The decisions of the awarding body (LAMDA Examinations) are final.
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Graded Examinations In Performance:
Acting (Solo/Duologue - all Levels and
Combined - Levels 1 and 2 only)
From 1 September 2009
Graded Examinations In Performance: Acting
(Solo/Duologue - all Levels and Combined Levels 1 and 2 only
Purpose of the Qualification
LAMDA examinations in Acting are designed to develop the skills necessary to communicate dramatic
text to an audience.
Learners who prepare themselves appropriately will develop:
1 Interpretative skills
2 Technical skills
3 Knowledge of the performance process.
Broad Objectives of the Qualification
1 Interpretative skills
Learners will be required:
•
•
to explore style, form, character, subtext and context in order to realise the specific demands
of the text
to suspend disbelief by focusing on the immediacy of the character and situation in order to
create a credible sense of reality.
2 Technical skills
Learners will be required:
•
to build skills in voice, diction and movement in order to realise the specifics of character and
situation.
3 Knowledge of the performance process
Learners will be required:
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•
to understand character, situation, staging, context, subtext, style and period movement where
applicable
to understand the key principles of the acting process according to Stanislavski, Brecht or
Edward Gordon Craig.
Structure
The qualification is available at four levels, in line with the Qualifications and Credit Framework.
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Entry Level
Entry 3
Level 1
Grades 1, 2, 3
Level 2
Grades 4, 5
Level 3
Grade 6 - Bronze Medal, Grade 7 - Silver Medal, Grade 8 - Gold Medal
Graded Examinations in Performance: Acting are offered in the following formats:
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•
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Solo (one learner) – where the learner performs alone
Duologue (two learners) – where learners perform all scenes together
Combined (two learners) – where learners perform one solo scene each and one duologue
(not available at Entry Level or Level 3)
Learning outcomes and assessment criteria are set at each level, often covering a range of grades
(for example, Level 1 covers Grades 1, 2 and 3). However, there is still a qualitative difference in
outcome between individual grades within each level. This is because:
•
•
the repertoire chosen by the learner should increase in linguistic and technical difficulty as the
grades progress
the knowledge required for the set discussion increases in technical difficulty as the grades
progress.
General Notes and Regulations
1 Both learners in a Duologue and/or a Combined examination must be entered at the same grade
level.
2 Learners may not enter for both Solo and Duologue/Combined examinations at the same grade
level in the one examination session.
3 Learners may not enter for both Solo and Duologue/Combined examinations at different grade
levels in the one examination session.
4 Duologue/Combined partners may not interchange with other learners. Substitution will only be
allowed under exceptional circumstances.
5 Scenes may be presented in the order of the learner’s choice.
6 Prompters are not permitted. Examiners may prompt at their discretion.
7 Full costume must not be worn. Long practice skirts, which allow freedom of movement, may
be used together with small items such as scarves, hats, shawls, gloves, canes etc. Hand props
are permitted but must be kept to a minimum. Real knives or other weapons are not permitted.
8 Any time taken for changes and the setting or striking of props must be included in the time of the
scene.
9 The examiner reserves the right to halt scenes that exceed the stipulated time allowance.
10 Hairstyles must not obscure the face and shoes must not hinder movement. Suitable shoes must
be worn for all scenes unless the character portrayed is barefoot. Nudity is not permitted.
11 Learners must bring legible copies of all selections for the examiner.
12 Learners must write the play title and character at the top of the Examination Report prior to
entering the examination room.
13 Speeches which are directly addressed to an audience must not be focused solely on the
examiner; however the examiner should be included in the wider imagined audience.
14 Although the use of accent/dialect is not compulsory, the style and intent of the playwright must be
reflected in the interpretation of a role.
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15 Duologue/Combined learners will be assessed through open discussion with both learners in the
Knowledge section of each examination.
Please refer to Repertoire Guidelines and Regulations listed at each Level.
Entry Level
Learning Outcomes
Interpretation
The learner will be able to:
1 Make sense of the written word
2 Memorise words accurately
3 Reveal a basic understanding of character.
Technique
The learner will be able to:
4 Communicate with sufficient audibility for the performance space
5 Communicate with sufficient clarity in order to be understood
6 Reveal an awareness of the performance space in relation to the text.
Knowledge
7 The learner will be able to describe character, appearance and mood within their chosen material.
Amplification of the Learning Outcomes
Basic understanding of character – demonstrating an awareness of what the character is thinking and
how the character is feeling without necessarily transforming completely
Audibility – using sufficient breath and resonance so that the sound can be heard by the examiner
Clarity – articulating sufficiently, without losing the sense or flow of the text, in order to be understood
by the examiner
Performance Space – the area in which the learner performs
Level Descriptor
Learners will be able to show that they understand the meaning of what they are speaking. They will
perform from memory, audibly and clearly, with some confidence, and a sense of enthusiasm and
enjoyment. Their use of the performance space will be appropriate to the material.
Repertoire Guidelines and Regulations
1 The scene must be selected from a published play or screenplay, a published collection of solo or
duologue scenes or be adapted from the dialogue of a published novel.
20
2 The scene must not be taken from The LAMDA Acting Anthology (Volume 2).
3 The language of the selected scene must be simple and accessible, with vocabulary and sentence
structure that conveys meaning clearly and unambiguously.
4 The selected scene in Solo and Duologue examinations must be a minimum of two minutes and
no more than three minutes in performance time.
5 Any published translation of non-English language texts is acceptable.
6 Learners may only play one character in their selected scene. Where the lines of other characters
are omitted, the learner must ensure coherence i.e. the emotional and intellectual fluency of the
scene is maintained.
Total time allowance
Solo – 10 minutes
Duologue – 15 minutes
Examination Content
Entry
1 Interpretation and Technique
The learner(s) will perform a scene of their own choice from memory. The play title, author and
character must be announced prior to the performance. Please refer to Repertoire Guidelines and
Regulations.
2 Knowledge
The learner(s) will define character, in relation to the chosen scenes. The learner(s) will describe:
•
•
the appearance of the character
how the character is feeling in the selected scene
The examiner may ask other related questions in order to gain further clarification.
Marking Scheme
Interpretation
Technique
Knowledge
Total
Pass 50 Merit 65 Distinction 80
40
40
20
100
___________________________________________________________________
21
Level 1
Learning Outcomes
Interpretation
The learner will be able to:
1 Reveal an understanding of character and situation
2 Focus and engage with the character being portrayed
3 Clarify meaning and convey mood.
Technique
The learner will be able to:
4
5
6
7
Communicate with appropriate audibility for character and space
Demonstrate clarity of diction
Use the performance space in response to the text
Reveal character through body language.
Knowledge
8 The learner will be able to describe character and situation within their chosen material
Amplification of the Learning Outcomes
An understanding of character – revealing what the character is thinking, how the character is feeling
and any changes in the character’s mood throughout the scene
An understanding of situation – revealing the world in which the character lives and the physical
aspects of where the scene takes place
Focusing and engaging – concentrating energy and involvement with the character being portrayed
Meaning – clarifying what the character is thinking and the sense behind the words of the text
Mood – conveying what the character is feeling and the emotion behind the words of the text
Audibility – using sufficient breath and resonance appropriate to the size of the space and for the
needs of the character
Clarity of diction – clear speech and diction with secure use of the articulative organs.
Performance space – the area in which the learner performs
Body language – communicating the character’s thoughts and feelings non-verbally
Level Descriptor
Learners will be able to apply their knowledge, understanding and skills to produce a thoughtful
interpretation, based on creative engagement with the material and careful preparation. They will
speak from memory, audibly and clearly with a sense of spontaneity. Through variations in volume,
pace and pitch they will be able to create and convey mood. Their apt use of body and space will
complement their vocal performance.
22
Repertoire Guidelines and Regulations
1 Solo learners must select one scene from the Level 1 solo section in The LAMDA Acting
Anthology (Volume 2) and one solo scene of their own choice.
2 Duologue learners must select one scene from the Level 1 duologue section in The LAMDA Acting
Anthology (Volume 2) and one duologue scene of their own choice.
3 Combined learners must select either two solo scenes or one duologue scene from the Level 1
section in The LAMDA Acting Anthology (Volume 2). If two solo scenes are chosen from The
LAMDA Acting Anthology (Volume 2) then the duologue scene must be of the learners’ own
choice. If a duologue scene is chosen from The LAMDA Acting Anthology (Volume 2) then the
two solo scenes must be of the learners’ own choice.
4 The own choice scene must be selected from a published play or screenplay, a published
collection of solo or duologue scenes or be adapted from the dialogue of a published novel. It
must not be taken from The LAMDA Acting Anthology (Volume 2).
5 The language of the own choice scene must contain a variety of expressive vocabulary and offer
some opportunity for interpretative choices.
6 Selected scenes must differ in theme, setting, type of character or mood enabling learners to
display some contrast.
7 Selected scenes in Solo, Duologue and Combined examinations must be a minimum of two
minutes and no more than three minutes in performance time.
8 Any published translation of non-English language texts is acceptable.
9 Learners may only play one character in each selected scene. Where the lines of other
characters are omitted, learners must ensure coherence i.e. the emotional and intellectual fluency
of the scene is maintained.
10 No more than one selection may be a direct address to the audience.
Total time allowance for each grade
Solo – 15 minutes
Duologue – 20 minutes
Combined – 25 minutes
Examination Content
Grade 1
1 Interpretation and Technique
The learner(s) will perform a scene from memory which has been selected from the Level 1
section of The LAMDA Acting Anthology (Volume 2). The play title, author and character must be
announced prior to the performance.
2 Interpretation and Technique
The learner(s) will perform a scene from memory of their own choice. The play title, author and
character must be announced prior to the performance. Please refer to Repertoire Guidelines and
Regulations.
23
3 Knowledge
The learner(s) will explain character and situation in relation to the chosen scenes. The learner(s)
will answer questions on the following:
•
•
•
the appearance of the character
the situation of the character
how the character is feeling in the selected scene.
Grade 2
1 Interpretation and Technique
The learner(s) will perform a scene from memory which has been selected from the Level 1
section of The LAMDA Acting Anthology (Volume 2). The play title, author and character must be
announced prior to the performance.
2 Interpretation and Technique
The learner(s) will perform a scene from memory of their own choice. The play title, author and
character must be announced prior to the performance. Please refer to Repertoire Guidelines and
Regulations.
3 Knowledge
The learner(s) will explain character and situation in relation to the chosen scenes. The learner(s)
will answer questions on the following:
•
•
•
•
the appearance of the character
the situation of the character
how the character is feeling in the selected scene
the actions of the character.
Grade 3
1 Interpretation and Technique
The learner(s) will perform a scene from memory which has been selected from the Level 1
section of The LAMDA Acting Anthology (Volume 2). The play title, author and character must be
announced prior to the performance.
2 Interpretation and Technique
The learner(s) will perform a scene from memory of their own choice. The play title, author and
character must be announced prior to the performance. Please refer to Repertoire Guidelines and
Regulations.
3 Knowledge
The learner(s) will explain character and situation in relation to the chosen scenes. The learner(s)
will answer questions on the following:
•
•
•
•
•
24
the appearance of the character
the situation of the character
how the character is feeling in the selected scene
the actions of the character
changes in mood through the scene.
Marking Scheme
Interpretation
Technique
Knowledge
Total
Pass 50 Merit 65 Distinction 80
40
40
20
100
___________________________________________________________________
Level 2
Learning Outcomes
Interpretation
The learner will be able to:
1
2
3
4
Create believable characters with a progression of mood and thought
Create a detailed world around characters
Create a relationship with other characters, real or imaginary, when and where appropriate
Engage with the imaginary.
Technique
The learner will be able to:
5
6
7
8
9
Use modulation, appropriate to character and situation
Demonstrate clarity of diction appropriate to the character and situation
Maintain and sustain the thought and vocal power through to the end of a phrase
Build character through the whole body
Use the performance space, appropriate to character and situation.
Knowledge
10 The learner will be able to describe character, situation and staging within their chosen material.
Amplification of the Learning Outcomes
Believable characters – transforming into a true-to-life character, as indicated by the text
Progression of mood and thought – revealing changes in the way the character thinks or feels
throughout the scene
The world of the character – creating a sense of the place and/or period in which the character lives
Relationships with other characters – revealing how the character thinks and feels about other people
in the scene, whether real or imaginary; reacting to other character’s words, actions or attitudes
Engaging with the imaginary – imaginative involvement with the character, situation and world of the
drama; focusing on each moment of the drama
Modulation – varying pitch, intonation, pace, volume, tone colour; using pause and stress
Articulative organs – movable – lips, tongue, soft palate; immovable – teeth, tooth ridge, hard palate
25
Sustaining thought and vocal power – keeping sound and thought focused until the end of the phrase
so that the voice does not fade away
Performance space – the area in which the learner performs
Clarity of diction – clear speech and diction with secure use of the articulative organs.
Level Descriptor
Learners will be able to support their intentions in performance by demonstrating a sound
understanding of the material, leading to an imaginative interpretation in which there is consistent
application of developing technical skills. Presentation will be audible and intelligible with vocal
variation through which shades and contrasts of mood and meaning are communicated. Effective
preparation and study will be evident, leading to a secure performance with a sense of spontaneity.
Use of voice, body and space will be effectively combined to communicate the text and engage the
audience.
Repertoire Guidelines and Regulations
1 Solo learners must select one scene from the Level 2 solo section in The LAMDA Acting
Anthology (Volume 2) and one solo scene of their own choice.
2 Duologue learners must select one scene from the Level 2 duologue section in The LAMDA Acting
Anthology (Volume 2) and one duologue scene of their own choice.
3 Combined learners must select either two solo scenes or one duologue scene from the Level
2 section in The LAMDA Acting Anthology (Volume 2). If two solo scenes are chosen from The
LAMDA Acting Anthology (Volume 2) then the duologue scene must be of the learners’ own
choice. If a duologue scene is chosen from The LAMDA Acting Anthology (Volume 2) then the two
solo scenes must be of the learners’ own choice.
4 The own choice scene must be selected from a published play or screenplay, a published
collection of solo or duologue scenes or be adapted from the dialogue of a published novel. It
must not be taken from The LAMDA Acting Anthology (Volume 2).
5 The language of the own choice scene must contain some subtlety in vocabulary and syntax so
that there are opportunities for a variety of approaches and interpretative choices.
6 Selected scenes must differ in theme, setting, type of character and mood enabling learners to
display some contrast and range.
7 Selected scenes in Solo, Duologue and Combined examinations must be a minimum of three
minutes and no more than four minutes in performance time.
8 Any published translation of non-English language texts is acceptable.
9 Learners may only play one character in each selected scene. Where the lines of other
characters are omitted, the learner must ensure coherence i.e. the emotional and intellectual
fluency of the scene is maintained.
10 No more than one selection may be a direct address to the audience.
26
Total time allowance for each grade
Solo – 20 minutes
Duologue – 30 minutes
Combined – 30 minutes
Examination Content
Grade 4
1 Interpretation and Technique
The learner(s) will perform a scene from memory which has been selected from the Level 2
section of The LAMDA Acting Anthology (Volume 2). The play title, author and character must be
announced prior to the performance.
2 Interpretation and Technique
The learner(s) will perform a scene from memory of their own choice. The play title, author and
character must be announced prior to the performance. Please refer to Repertoire Guidelines and
Regulations.
3 Knowledge
The learner(s) will describe character, situation and staging in relation to the chosen scenes. The
learner(s) will answer questions on the following:
•
•
•
•
how the character is feeling in the scene
how the character reacts to the situation
why the character moves as he/she does in the scene
the reasons for the chosen staging.
Grade 5
1 Interpretation and Technique
The learner(s) will perform a scene from memory which has been selected from the Level 2
section of The LAMDA Acting Anthology (Volume 2). The play title, author and character must be
announced prior to the performance.
2 Interpretation and Technique
The learner(s) will perform a scene from memory of their own choice. The play title, author and
character must be announced prior to the performance. Please refer to Repertoire Guidelines and
Regulations.
3 Knowledge
The learners(s) will describe character, situation and staging in relation to the chosen scenes. The
learner(s) will answer questions on the following:
•
•
•
•
•
how the character is feeling in the scene
how the character reacts to the situation
why the character moves as he/she does in the scene
the reasons for the chosen staging
the working stage areas, such as upstage, downstage, stage left, stage right, centre stage,
wings.
27
Marking Scheme
Interpretation
Technique
Knowledge
Total
Pass 50 Merit 65 Distinction 80
40
40
20
100
__________________________________________________­­___________
Level 3
Learning Outcomes
Interpretation
The learner will be able to:
1
2
3
4
Create and inhabit character
Communicate text, subtext and context
Play character objectives
Sustain imaginative engagement.
Technique
The learner will be able to demonstrate practical ability in:
5
6
7
8
9
Physical and vocal characterisation
Physical and vocal flexibility
Physical and vocal freedom
Articulative dexterity
Period voice and movement.
Knowledge
The learner will be able to describe:
10 The overall content of each play
11 Characterisation including period movement where applicable
12 Subtext and context
13 Writer’s style
14 The acting process
15 Key influences and principles of theatre practitioners: Stanislavski, Brecht or Edward Gordon
Craig (Grade 8)).
Amplification of the Learning Outcomes
Creating and inhabiting character – transforming into another person, as indicated by the clues given
within the text; creating the illusion of spontaneity as if the character’s thoughts and emotions are
being expressed for the very first time.
Communicating text, subtext and context – communicating the meaning of the text (the thoughts
spoken aloud by the character); communicating the meaning of the subtext (the unspoken thoughts
of the character); ensuring that this communication is appropriate to the situation and the world of the
play.
28
Playing objectives – clarifying what the character wants, desires or needs through each spoken
line and the spaces between the words e.g. the character needs to secure a financial loan from a
friend; playing different tactics to achieve this ‘want’ e.g. to plead, to coax, to wheedle, to threaten, to
blackmail, to entice (depending on the clues given within the text).
Sustaining imaginative engagement – maintaining imaginative involvement with the character,
situation and world of the drama; maintaining focus on each moment of the drama.
Physical and vocal characterisation – transforming physically and vocally into another person, as
indicated by the clues given within the text.
Physical and vocal flexibility – transforming physically and vocally according to the period, form and
style of the text.
Physical and vocal freedom – releasing physically and vocally in order to relax into the performance;
using effective breath support and free vocal tone in order to project the performance.
Articulative dexterity – communicating with precise and flexible diction, appropriate to character,
period, form and style.
Period voice and movement – changing vocal and physical style according to the period of the play.
This may include accent, posture, stance, gesture.
Level Descriptor
Learners will be able to integrate their knowledge and skills consciously, demonstrating a mature
understanding of the material. There will be a sense of ownership and self-awareness resulting in a
sensitive interpretation. Presentation will be grounded in thorough and relevant preparation. Learners
will combine physical and vocal flexibility to support and inform characterisation in order to engage the
audience wholeheartedly.
Repertoire Guidelines and Regulations
1. Grade 6 – Bronze Medal learners must select one scene from a play written during one of the
periods on either LIST A or LIST B. The second scene must be selected from a published play,
television or film screenplay, post-1980.
If LIST B is selected, the play should be published before 1960, in order to provide an appropriate
contrast with the post-1980 scene. There can be no duplication of playwright.
Grade 7 – Silver Medal and Grade 8 – Gold Medal learners must select one scene from a play
written during one of the periods on LIST A and a second scene from a play written during the
period specified on LIST B. The third scene must be selected from a published play, television or
film screenplay, post-1980. There must be no duplication of playwrights.
List A
Ancient Greek and Roman
Elizabethan and Jacobean
Restoration
List B
Grade 6: Bronze: 1800 - 1960
Grades 7 and 8: Silver and Gold: 1800 - 1980
2. The scene must not be taken from The LAMDA Acting Anthology – Volume 2.
29
3. Selected scenes must differ in genre and style or theme, setting, character and mood and period
enabling the learner to display range and ability.
4. Selected scenes must enable learners to engage with complex emotions and universal themes.
5. The content and language of selected scenes must be technically challenging e.g. in terms of
vocal range and dexterity.
6. Selected scenes in both Solo and Duologue examinations must be a minimum of three minutes
and no more than four minutes in performance time.
7. Any published translation of non-English language texts is acceptable.
8. If the ‘Ancient Greek and Roman’ period is selected from LIST A, translations of the original text
into English should be used; modern adaptations are not allowed.
9. Learners must only play one character in each selected scene. Where the lines of other
characters are omitted, learners must ensure coherence i.e. the emotional and intellectual fluency
of the scene is maintained.
10.No more than one selection may be a direct address to the audience. Please refer to General
Notes and Regulations.
11.Comedy sketches and monologues written for specific performers are not acceptable.
Total time allowance for each grade
Grade 6 – Bronze Medal
Solo – 20 minutes
Duologue – 30 minutes
Grade 7 – Silver Medal and Grade 8 – Gold Medal
Solo – 25 minutes
Duologue – 35 minutes
Examination Content
Grade 6—Bronze Medal
1 Interpretation and Technique
The learner(s) will perform a scene from memory, which has been selected from a play written
during one of the periods on either LIST A or LIST B. Please refer to Repertoire Guidelines and
Regulations. The learner(s) will present a brief introduction prior to the performance, of no more
than 30 seconds, announcing the play title, author and character and outlining the context of the
extract.
2 Interpretation and Technique
The learner(s) will perform a scene from memory, which has been selected from a published
play, television or film screenplay written since 1980. Please refer to Repertoire Guidelines and
Regulations. The learner(s) will present a brief introduction prior to the performance, of no more
than 30 seconds, announcing the play title, author and character and outlining the context of the
extract The date of publication must also be stated.
3 Knowledge
The learner(s) will have read the full text of the plays from which the scenes have been selected.
30
They will describe character, subtext and context in relation to the chosen scene. The learner(s)
will answer questions on the following:
•
•
the importance of the character in each play as a whole
the character’s objective in the performed scene.
Grade 7—Silver Medal
1 Interpretation and Technique
The learner(s) will perform a scene from memory, which has been selected from a play written
during one of the periods on LIST A. Please refer to Repertoire Guidelines and Regulations. The
learner(s) will present a brief introduction prior to the performance, of no more than 30 seconds,
announcing the play title, author and character and outlining the context of the extract.
2 Interpretation and Technique
The learner(s) will perform a scene from memory, which has been selected from a play written
during the period on List B. Please refer to Repertoire Guidelines and Regulations. The
learner(s) will present a brief introduction prior to the performance, of no more than 30 seconds,
announcing the play title, author and character and outlining the context of the extract.
3 Interpretation and Technique
The learner(s) will perform a scene from memory, which has been selected from a published
play, television or film screenplay written since 1980. Please refer to Repertoire Guidelines and
Regulations. The learner(s) will present a brief introduction prior to the performance, of no more
than 30 seconds, announcing the play title, author and character and outlining the context of the
extract The date of publication must also be stated.
4 Knowledge
The learner(s) will have read the full text of the plays from which the scenes have been
selected and they will describe style and period. The learner(s) will be able to demonstrate an
understanding of the writer’s style and its application to performance. The learner(s) will answer
the following questions about any of the chosen scenes.
•
•
•
•
how the writer’s style and period of writing influenced the performance
how important the scene is within the context of the play as a whole
the importance of the character in each play as a whole
the character’s objective in the performed scene.
Grade 8—Gold Medal
1 Interpretation and Technique
The learner(s) will perform a scene from memory, which has been selected from a play written
during one of the periods on LIST A. Please refer to Repertoire Guidelines and Regulations. The
learner(s) will present a brief introduction prior to the performance, of no more than 30 seconds,
announcing the play title, author and character and outlining the context of the extract.
2 Interpretation and Technique
The learner(s) will perform a scene from memory, which has been selected from a play written
during the period on LIST B. Please refer to Repertoire Guidelines and Regulations. The
learner(s) will present a brief introduction prior to the performance, of no more than 30 seconds,
announcing the play title, author and character and outlining the context of the extract.
3 Interpretation and Technique
The learner(s) will perform a scene from memory, which has been selected from a published play,
TV or film screenplay written since 1980. Please refer to Repertoire Guidelines and Regulations.
31
The learner(s) will present a brief introduction prior to the performance, of no more than 30
seconds, announcing the play title, author and character and outlining the context of the extract.
The date of publication must also be stated.
4 Knowledge
The learner(s) will have read the full text of the plays from which the scenes have been selected in
order to describe the process of acting. The learner(s) will describe:
•
the processes applied for developing characters for performance
The learner(s) will select one of the following practitioners: Stanislavski, Brecht or Edward Gordon
Craig and discuss their key principles in the process of acting and influences on theatre and
acting.
Marking Scheme
Interpretation
Technique
Knowledge
Total
Pass 50 Merit 65 Distinction 80
32
40
40
20
100
Entry Level
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
The learner can:
1.
Make sense of the written word
1.1
Make sense of some of the words in the
acting selection
2.
Memorise words accurately
2.1
Perform the acting selection from memory
with no more than two prompts
3.
Reveal a basic understanding of
character
3.1
Demonstrate a basic awareness of the
character portrayed in the acting selection
3.2
Demonstrate the ability to concentrate and
focus on the performance for some of the
time
Technique
The learner will be able to:
The learner can:
4.
Communicate with sufficient audibility
for the performance space
4.1
Perform the acting selection with some
appropriate audibility for the performance
space
5.
Communicate with sufficient clarity in
order to be understood
5.1
Speak with some clarity of diction in order to
be understood
6.
Reveal an awareness of the
performance space in relation to the
text
6.1
Communicate the meaning of the acting
selection through some appropriate
movement and use of the performance
space
Knowledge
The learner will be able to:
7.
Describe the character, appearance
and mood of the acting selection
The learner can:
7.1
Give a brief description of the character in
the acting selection
7.2
Give a brief description of the appearance
of the character in the acting selection
7.3
Give a brief description of the mood of the
character in the acting selection
33
Entry Level
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
The learner can:
1.1
Communicate the sense of most of
the words in the acting selection
1.1
Communicate the specific sense of all the
words in the acting selection
2.1
Perform the acting selection from
memory with no more than one
prompt
2.1
Perform the acting selection from memory
with fluency and accuracy
3.1
Demonstrate a sound awareness of
the character portrayed in the acting
selection
3.1
Demonstrate a confident awareness of the
character portrayed in the acting selection
3.2
Demonstrate the ability to concentrate
and focus on the performance for
most of the time
3.2
Demonstrate the ability to sustain
concentration and focus on the performance
for its duration
Technique
The learner can:
The learner can:
4.1
Perform the acting selection
with sufficient audibility for the
performance space
4.1
Perform the acting selection with
confident and appropriate audibility for the
performance space
5.1
Speak with mostly clear diction in
order to be understood
5.1
Speak with clarity and coherence,
appropriate for the chosen material
6.1
Communicate the meaning of the
acting selection with appropriate
movement and sound use of the
performance space
6.1
Communicate the meaning of the acting
selection through consistently appropriate
movement and informed use of the
performance space
Knowledge
The learner can:
34
The learner can:
7.1
Give a description of the character in
the acting selection
7.1
Give a detailed description of the character
in the acting selection
7.2
Give a description of the appearance
of the character in the acting selection
7.2
Give a detailed description of the
appearance of the character in the acting
selection
7.3
Outline the mood of the character in
the acting selection
7.3
Give a detailed description of the mood of
the character in the acting selection
Level 1: Grade 1
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
1.
2.
3.
Reveal an understanding of character
and situation
Focus and engage with the character
being portrayed
Clarify meaning and convey mood
The learner can:
1.1
Demonstrate an adequate understanding
of the characters presented in both acting
selections
1.2
Demonstrate a basic awareness of
the situations presented in both acting
selections
2.1
Demonstrate the ability to concentrate and
focus on the performances of both acting
selections for some of the time
2.2
Demonstrate the ability to show some
involvement with the characters of both
acting selections
3.1
Communicate some meaning and
expression in both acting selections
3.2
Communicate some of the appropriate
moods in both acting selections
Technique
The learner will be able to:
The learner can:
4.
Communicate with appropriate
audibility for character and space
4.1
Perform both acting selections with some
audibility appropriate for the characters
portrayed and for the performance space
5.
Demonstrate clarity of diction
5.1
Speak with some clarity of diction
throughout both acting selections
6.
Use the performance space in
response to the text
6.1
Communicate the meaning of both acting
selections with some appropriate use of the
performance space
7.
Reveal character through body
language
7.1
Communicate the personal characteristics
of both characters through some
appropriate movements
Knowledge
The learner will be able to:
8.
Describe the character and situation
within both acting selections
The learner can:
8.1
Give a brief description of the characters in
both acting selections
8.2
Give a brief description of the appearance
of the characters in both acting selections
8.3
Briefly indicate the situations of the
characters in both scenes presented
35
Level 1: Grade 1
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
The learner can:
1.1
Demonstrate a sound understanding
of the characters presented in both
acting selections
1.1
Demonstrate a confident understanding
of the characters presented in both acting
selections
1.2
Demonstrate a sound awareness of
the situations presented in both acting
selections
1.2
Demonstrate a detailed awareness of
the situations presented in both acting
selections
2.1
Demonstrate the ability to concentrate
and focus on the performances of
both acting selections for most of the
time
2.1
Demonstrate the ability to sustain
concentration and focus on the
performances of both acting selections for
their duration
2.2
Demonstrate the ability to show
complete involvement with the
character of one of the two acting
selections and adequate involvement
with the character of the second
selection
2.2
Demonstrate the ability to show complete
involvement with the characters of both
acting selections
3.1
Communicate appropriate meaning
and expression most of the time in
both acting selections
3.1
Communicate specific meaning and
expression for the duration of both acting
selections
3.2
Communicate the appropriate moods
in one of the two acting selections
and indicate some of the appropriate
moods in the second selection
3.2
Communicate the specific moods displayed
in both acting selections
Technique
The learner can:
36
The learner can:
4.1
Perform both acting selections
with audibility appropriate for the
characters portrayed and for the
performance space most of the time
4.1
Perform both acting selections with
confident and controlled audibility,
appropriate for the characters portrayed and
for the performance space
5.1
Speak with clarity of diction
throughout both acting selections
most of the time
5.1
Sustain clarity of diction throughout both
acting selections
6.1
Communicate the meaning of both
acting selections with appropriate use
of the performance space most of the
time
6.1
Communicate the meaning of both acting
selections with confident and informed use
of the performance space
7.1
Communicate the personal
characteristics of both characters
thorough appropriate movements,
most of the time
7.1
Communicate the personal characteristics
of both characters through sustained,
appropriate movements
Knowledge
The learner can:
The learner can:
8.1
Give a secure description of the
characters in both acting selections
8.1
Give a detailed description of the characters
in both acting selections
8.2
Give a secure description of the
appearance of characters in both
acting selections
8.2
Give a detailed description of the
appearance of characters in both acting
selections
8.3
Outline the situations of the characters
in both scenes presented
8.3
Give a detailed description of the situations
of the characters in both scenes presented
37
Level 1: Grade 2
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
1.
2.
3.
Reveal an understanding of character
and situation
Focus and engage with the character
being portrayed
Clarify meaning and convey mood
The learner can:
1.1
Demonstrate an adequate understanding
of the characters presented in both acting
selections
1.2
Demonstrate a basic awareness of
the situations presented in both acting
selections
2.1
Demonstrate the ability to concentrate and
focus on the performances of both acting
selections for some of the time
2.2
Demonstrate the ability to show some
involvement with the characters of both
acting selections
3.1
Communicate some appropriate meaning
and expression in both acting selections
3.2
Communicate some of the appropriate
moods in both acting selections
Technique
The learner will be able to:
38
The learner can:
4.
Communicate with appropriate
audibility for character and space
4.1
Perform both acting selections with some
audibility appropriate for the characters
portrayed and for the performance space
5.
Demonstrate clarity of diction
5.1
Speak with some clarity of diction
throughout both acting selections
6.
Use the performance space in
response to the text
6.1
Communicate the meaning of both acting
selections with some appropriate use of the
performance space
7.
Reveal character through body
language
7.1
Communicate the personal characteristics
of both characters through some
appropriate movements
Knowledge
The learner will be able to:
8.
9.
Describe the characters and situations
within both acting selections
Describe the feelings of the characters
within both acting selections
The learner can:
8.1
Give a brief description of the characters
portrayed in both acting selections
8.2
Give a brief description of the appearance
of the characters portrayed in both acting
selections
8.3
Briefly indicate the situations of the
characters in both scenes presented
8.4
Give a brief description of the actions taken
by the characters in both scenes presented
9.1
Give a brief description of how both
characters are feeling in the scenes
presented
39
Level 1: Grade 2
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
The learner can:
1.1
Demonstrate a sound understanding
of the characters presented in both
acting selections
1.1
Demonstrate a confident understanding
of the characters presented in both acting
selections
1.2
Demonstrate an awareness of the
situations presented in both acting
selections
1.2
Demonstrate a detailed awareness of
the situations presented in both acting
selections
2.1
Demonstrate the ability to concentrate
and focus on the performances of
both acting selections for most of the
time
2.1
Demonstrate the ability to sustain
concentration and focus on the
performances of both acting selections for
their duration
2.2
Demonstrate the ability to show
complete involvement with the
character of one of the two acting
selections and adequate involvement
with the second selection
2.2
Demonstrate the ability to show complete
involvement with the characters of both
acting selections
3.1
Communicate appropriate meaning
and expression for most of the time in
both acting selections
3.1
Communicate specific meaning and
expression for the duration of both acting
selections
3.2
Communicate the appropriate moods
displayed in one of the two acting
selections and indicate some of the
appropriate moods displayed in the
second selection
3.2
Communicate the specific moods displayed
in both acting selections
Technique
The learner can:
40
The learner can:
4.1
Perform both acting selections
with audibility appropriate for the
characters portrayed and for the
performance space most of the time
4.1
Perform both acting selections with
confident and controlled audibility,
appropriate for the characters portrayed and
for the performance space
5.1
Speak with clarity of diction
throughout both acting selections
5.1
Sustain clarity of diction throughout both
acting selections
6.1
Communicate the meaning of both
acting selections with sound use of
the performance space most of the
time
6.1
Communicate the meaning of both the
acting selections with confident and
informed use of the performance space
7.1
Communicate the personal
characteristics of both characters
through appropriate movements, most
of the time
7.1
Communicate the personal characteristics
of both characters through sustained,
appropriate movements
Knowledge
The learner can:
The learner can:
8.1
Give a secure description of the
characters in both acting selections
8.1
Give a detailed description of the characters
in both acting selections
8.2
Give a description of the appearance
of the characters portrayed in both
acting selections
8.2
Give a detailed description of the
appearance of the characters in both acting
selections
8.3
Outline the situations of the characters
in both scenes presented
8.3
Give a detailed description of the situations
of the characters in both scenes presented
8.4
Give a description of the actions taken
by the characters in both scenes
presented
8.4
Give a detailed description of the actions
taken by the characters in both scenes
presented
9.1
Give a description of how both
characters are feeling in the scenes
presented
9.1
Give a detailed description of how both
characters are feeling in the scenes
presented
41
Level 1: Grade 3
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
1.
2.
03.
Reveal an understanding of character
and situation
Focus and engage with the character
being portrayed
Clarify meaning and convey mood
The learner can:
1.1
Demonstrate an adequate understanding
of the characters presented in both acting
selections
1.2
Demonstrate a basic awareness of
the situations presented in both acting
selections
2.1
Demonstrate the ability to concentrate and
focus on the performances of both acting
selections for some of the time
2.2
Demonstrate the ability to show some
involvement with the characters of both
acting selections
03.1
Communicate some meaning and
expression in both acting selections
3.2
Communicate some of the appropriate
moods in both acting selections
3.3
Indicate some changes of mood in both
acting selections
Technique
The learner can:
The learner will be able to:
42
4.
Communicate with appropriate
audibility for character and space
4.1
Perform both acting selections with some
audibility appropriate for the characters
portrayed and for the performance space
5.
Demonstrate clarity of diction
5.1
Speak with some clarity of diction
throughout both acting selections
6.
Use the performance space in
response to the text
6.1
Communicate the meaning of both acting
selections with some appropriate use of the
performance space
7.
Reveal character through body
language
7.1
Communicate the personal characteristics
of both characters through some
appropriate movements
Knowledge
The learner will be able to:
8.
9.1
Describe the characters and
situations within both acting
selections
Describe the feelings of the
characters within both acting
selections
The learner can:
8.1
Give a brief description of the characters in
both acting selections
8.2
Give a brief description of the appearance
of the characters in both acting selections
8.3
Briefly indicate the situations of the
characters in both scenes presented
8.4
Give a brief description of the actions taken
by the characters in both scenes presented
9.1
Give a brief description of how both
characters are feeling in the scenes
presented
9.2
Give a basic outline of any changes of
mood throughout both scenes
43
Level 1: Grade 3
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
The learner can:
1.1
Demonstrate a sound understanding of
the characters presented in both acting
selections
1.1
Demonstrate a confident understanding
of the characters presented in both
acting selections
1.2
Demonstrate an awareness of the
situations presented in both acting
selections
1.2
Demonstrate a detailed awareness of
the situations presented in both acting
selections
2.1
Demonstrate the ability to concentrate and
focus on the performances of both acting
selections for most of the time
2.1
Demonstrate the ability to sustain
concentration and focus on the
performances of both acting selections
for their duration
2.2
Demonstrate the ability to show complete
involvement with the character of one of
the two acting selections and adequate
involvement with the character of the
second selection
2.2
Demonstrate the ability to show
complete involvement with the
characters of both acting selections
3.1
Communicate appropriate meaning and
expression for most of the time in both
acting selections
3.1
Communicate specific meaning and
expression for the duration of both
acting selections
3.2
Communicate the appropriate moods
in one of the two acting selections and
indicate some of the appropriate moods in
the second selection
3.2
Communicate the specific moods
displayed in both selections
3.3
Communicate appropriate changes of
mood in one of the two acting selections
and indicate some of the changes of mood
in the second selection
3.3
Communicate specific changes of mood
in both acting selections
Technique
The learner will be able to:
44
The learner can:
4.1
Perform both acting selections with
audibility appropriate for the characters
portrayed and for the performance space
4.1
Perform both acting selections with
confident and controlled audibility,
appropriate for the characters portrayed
and for the performance space
5.1
Speak with clarity of diction throughout
most of both acting selections
5.1
Sustain clarity of diction throughout both
acting selections
6.1
Communicate the meaning of both
acting selections with sound use of the
performance space most of the time
6.1
Communicate the meaning of both
acting selections with confident and
informed use of the performance space
7.1
Communicate the personal characteristics
of both characters through appropriate
movements most of the time
7.1
Communicate the personal
characteristics of both characters
through sustained, appropriate
movements
Knowledge
The learner can:
The learner can:
8.1
Give a secure description of the
characters portrayed in both acting
selections
8.1
Give a detailed description of the
characters in both acting selections
8.2
Give a secure description of the
appearance of the characters portrayed in
both acting selections
8.2
Give a detailed description of the
appearance of the characters in both
acting selections
8.3
Outline the situations of the characters in
both scenes presented
8.3
Give a detailed description of the
situations of the characters in both
scenes presented
8.4
Give a description of the actions taken by
the characters in both scenes presented
8.4
Give a detailed description of the
actions taken by the characters in both
scenes presented
9.1
Give a description of how both characters
are feeling in the scenes presented
9.1
Give a detailed description of how both
characters are feeling in the scenes
presented
9.2
Outline any changes of mood throughout
both scenes
9.2
Outline in detail any changes of mood
throughout both scenes
45
Level 2: Grade 4
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
1.
Create believable characters with a
progression of mood and thought
The learner can:
1.1
Indicate some appropriate changes in
mood and thought of the characters in
both acting selections
1.2
Communicate some sense of reality in
both scenes
2.
Create a detailed world around characters
2.1
Demonstrate some sense of the place
and period in which the characters live
3.
Create a relationship with other characters,
real or imaginary, when and where
appropriate
3.1
Demonstrate some awareness of other
characters, real or imaginary, in both
scenes presented
3.2
React in an appropriate way to some of
the words, actions or attitudes of other
characters, real or imaginary, in both
scenes
4.1
Reveal some understanding of the
imaginary situations and characters in
both scenes
4.
Engage with the imaginary
Technique
The learner will be able to:
46
The learner can:
5.
Use modulation, appropriate to character
and situation
5.1
Use some appropriate modulation in
both selections
6.
Demonstrate clarity of diction, appropriate
to the character and situation
6.1
Speak with some clarity of diction in
both acting selections
7.
Maintain the thought and vocal power
through to the end of the phrase
7.1
Maintain thoughts through to the end of
some phrases
7.2
Maintain vocal power through to the end
of some phrases
8.
Build character through the whole body
8.1
Communicate some of the personal
characteristics of both characters
through appropriate stance,
movements, gesture and facial
expression
9.
Use the performance space appropriate to
character and situation
9.1
Communicate the meaning of both
characters and their situations
with some appropriate use of the
performance space
Knowledge
The learner will be able to:
10.
Describe the characters, situations and
staging in both acting selections
The learner can:
10.1
10.2
10.3
10.4
Give a brief description of how both
characters are feeling in the scenes
presented
Indicate the characters’ situations
in both scenes and give a brief
description of how they react to
them
Give a brief description of the
physical characteristics of both
characters presented, and the
rationale behind any movements
they make
Give a brief description of both the
staging of each scene, and the
rationale behind it
47
Level 2: Grade 4
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
The learner can:
1.1
Communicate most changes of mood
and thought of the characters in both
acting selections
1.1
Convey all specific changes in mood and
thought of the characters in both acting
selections
1.2
Communicate a sense of reality in
both scenes
1.2
Sustain a total sense of reality in both
scenes
2.1
Demonstrate, most of the time, a
sense of the place and period in which
the characters live
2.1
Sustain a total sense of the place and
period in which the characters live
3.1
Demonstrate an awareness of other
characters, real or imaginary, most of
the time in both scenes
3.1
Sustain a complete awareness of other
characters, real or imaginary, in both scenes
3.2
React in an appropriate way to most
of the words, actions or attitudes of
other characters, real or imaginary, in
both scenes
3.2
React in an appropriate way to all the
words, actions or attitudes of other
characters, real or imaginary, in both scenes
4.1
Reveal a sound understanding of the
imaginary situations and characters in
both scenes
4.1
Reveal a total understanding of the
imaginary situations and characters in both
scenes
Technique The learner can:
48
The learner can:
5.1
Use appropriate modulation for most
of the time in both selections
5.1
Use modulation consistently, to reveal
layers of meaning in both selections
6.1
Speak with clarity of diction
throughout most of both acting
selections
6.1
Sustain clarity of diction throughout both
acting selections
7.1
Maintain thoughts through to the end
of most phrases
7.1
Sustain thoughts through to the end of all
phrases
7.2
Maintain vocal power through to the
end of most phrases
7.2
Sustain vocal power through to the end of
all phrases
8.1
Communicate most of the personal
characteristics of both characters
through appropriate stance,
movements, gesture and facial
expression
8.1
Communicate all the personal
characteristics of both characters through
appropriate stance, movements, gesture
and facial expression
9.1
Communicate the meaning of both
characterisations and their situations
with sound use of the performance
space
9.1
Communicate the meaning of both
characterisations and their situations, with
confident, informed and creative use of the
performance space
Knowledge
The learner can:
10.1
Give a description of how both
characters are feeling in the scenes
presented
10.2
Outline the characters’ situations in
both scenes and give a description of
how they react to them
10.3
Give a description of the physical
characteristics of both characters and
the rationale behind any movements
they make
10.4
Give a description of both the staging
of each scene and the rationale
behind it
The learner can:
10.1
Give a detailed description of how both
characters are feeling in the scenes
presented
10.2
Give a detailed description of the
characters’ situations in both scenes and
how they react to them
10.3
Give a detailed description of the physical
characteristics of both characters and the
rationale behind any movements they make
10.4
Give a detailed description of both the
staging of each scene and the rationale
behind it
49
Level 2: Grade 5
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
1.
Create believable characters with a
progression of mood and thought
The learner can:
1.1
Indicate some appropriate changes in mood
and thought of the characters in both acting
selections
1.2
Communicate some sense of reality in both
scenes
2.
Create a detailed world around
characters
2.1
Demonstrate some sense of the place and
period in which the characters live
3.
Create a relationship with other
characters, real or imaginary, when and
where appropriate
3.1
Demonstrate some awareness of other
characters, real or imaginary in both scenes
3.2
React in an appropriate way to some of
the words, actions or attitudes of other
characters, real or imaginary, in both scenes
4.1
Reveal some understanding of the
imaginary situations and characters in both
scenes
4.
Engage with the imaginary
Technique
The learner will be able to:
50
The learner can:
5.
Use modulation, appropriate to
character and situation
5.1
Use some appropriate modulation in both
selections
6.
Demonstrate clarity of diction,
appropriate to the character and
situation
6.1
Speak with some clarity of diction in both
selections
7.
Maintain the thought and vocal power
through to the end of the phrase
7.1
Maintain thoughts through to the end of
some phrases
7.2
Maintain vocal power through to the end of
some phrases
8.
Build character through the whole body
8.1
Communicate some of the personal
characteristics of both characters through
appropriate stance, movements, gesture
and facial expression
9.
Use the performance space,
appropriate to character and situation
9.1
Communicate the meaning of both
characterisations and their situations with
some appropriate use of the performance
space
Knowledge
The learner will be able to:
10.
11.
Describe the characters, situations and
staging in both acting selections
Identify and demonstrate the key
technical terms – centre stage, down
stage, upstage, stage left and right
and wings – given to demonstrate the
working stage areas
The learner can:
10.1
Give a brief description of how both
characters are feeling in the scenes
presented
10.2
Indicate the characters’ situations in both
scenes and give a brief description of how
they react to them
10.3
Give a brief description of the physical
characteristics of both characters and the
rationale behind any movements they make
10.4
Give a brief description of both the staging
of each scene and the rationale behind it
11.1
Identify 2 of the technical terms given to
describe the working stage areas and
demonstrate their positions
51
Level 2: Grade 5
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
The learner can:
1.1
Communicate most changes in mood
and thought of the characters in both
acting selections
1.1
Convey all specific changes in mood and
thought of the characters in both acting
selections
1.2
Communicate a sense of reality in
both scenes
1.2
Sustain a total sense of reality in both
scenes
2.1
Demonstrate a sense of the place and
period most of the time in which the
characters live
2.1
Sustain a total sense of the place and
period in which the characters live
3.1
Demonstrate an awareness of other
characters, real or imaginary, most of
the time in both scenes
3.1
Sustain a complete awareness of other
characters, real or imaginary, in both scenes
3.2
React in an appropriate way to most
of the words, actions or attitudes of
other characters, real or imaginary, in
both scenes
3.2
React in an appropriate way to all the
words, actions or attitudes of other
characters, real or imaginary, in both scenes
4.1
Reveal a sound understanding of the
imaginary situations and characters in
both scenes
4.1
Reveal a total understanding of the
imaginary situations and characters in both
scenes
Technique
The learner can:
52
The learner can:
5.1
Use appropriate modulation for most
of the time in both selections
5.1
Use modulation consistently to reveal layers
of meaning in both selections
6.1
Speak with clarity of diction
throughout most of both acting
selections
6.1
Sustain clarity of diction throughout both
acting selections
7.1
Maintain thoughts through to the end
of most phrases
7.1
Sustain thoughts through to the end of all
phrases
7.2
Sustain vocal power through to the
end of most phrases
7.2
Sustain vocal power through to the end of
all phrases
8.1
Communicate most of the personal
characteristics of both characters
through appropriate stance,
movements, gesture and facial
expression
8.1
Communicate all the personal
characteristics of both characters through
appropriate stance, movements, gesture
and facial expression
9.1
Communicate the meaning of both
characterisations and their situations
with sound use of the performance
space
9.1
Communicate the meaning of both
characterisations and their situations with
confident, informed and creative use of the
performance space
Knowledge
The learner can:
The learner can:
10.1
Give a description of how both
characters are feeling in the scenes
presented
10.1
Give a detailed description of how both
characters are feeling in the scenes
presented
10.2
Outline the characters’ situations in
both scenes and give a description of
how they react to them
10.3
Give a description of the physical
characteristics of both characters and
the rationale behind any movements
they make
10.4
Give a description of both the staging
of each scene and the rationale
behind it
10.4
Give a detailed description of both the
staging of each scene and the rationale
behind it
11.1
Identify 3 of the technical terms given
to describe the working stage areas
and demonstrate their positions
11.1
Identify 4 of the technical terms given to
describe the working stage areas and
demonstrate their positions with confidence
10.2
Give a detailed description of the
characters’ situations in both scenes and
how they react to them
10.3
Give a detailed description of the physical
characteristics of both characters and the
rationale behind any movements they make
53
Level 3: Grade 6
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
1.
2.
Create and inhabit character
Communicate text, subtext and
context
The learner can:
1.1
Respond with some emotion to the characters
in the 2 acting selections
1.2
Demonstrate an illusion of some spontaneity,
creating moments of believability
2.1
Demonstrate some understanding of the text in
both acting presentations
2.2
Demonstrate some understanding of the
subtext in both acting presentations
2.3
Demonstrate some understanding of the
context of both acting presentations
3.
Communicate character objectives
3.1
Communicate some understanding of the
intentions and objectives of the characters
portrayed in both scenes
4.
Sustain imaginative engagement
4.1
Establish a focus on some moments of the
drama in both acting selections
4.2
Establish some involvement with both
characters portrayed
4.3
Establish some involvement with the situations
in which both characters find themselves in the
scenes presented
Technique
The learner will be able to:
5.
6.
54
Demonstrate practical ability in
physical and vocal characterisation
Demonstrate practical ability in
physical and vocal flexibility
The learner can:
5.1
Reveal an adequate physical response to the
demands of the text in at least one of the 2
acting selections
5.2
Reveal an adequate vocal response to the
demands of the text in at least one of the 2
acting selections
6.1
Respond physically to some of the different
demands of the 2 contrasting characterisations
6.2
Respond vocally to some of the different
demands of the 2 contrasting characterisations
7.
Demonstrate practical ability in
physical and vocal freedom
7.1
Project the performances by using adequate
breath support and vocal freedom some of the
time
8.
Demonstrate practical ability in
articulative dexterity
8.1
Speak with some clarity of diction in both acting
selections
9.
Demonstrate practical ability in
period voice and movement
9.1
Communicate some of the accent and style
of speaking required to portray the periods in
which both acting selections are set
9.2
Communicate an adequate understanding of
the movement, posture, stance and gesture
required to portray the periods in which both
acting selections are set
Knowledge
The learner will be able to:
The learner can:
10.
Describe the overall content of each
play as a whole
10.1
Give a brief summary of the content of each
play as a whole
11.
Describe the importance of the
characters in each play as a whole
11.1
Give a brief summary of both characters
performed, and their specific roles in each play
as a whole
12.
Describe the character’s objective in
both performed scenes
12.1
State briefly the objectives of each character in
the scenes presented
55
Level 3: Grade 6
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
The learner can:
1.1
Respond emotionally to the characters
in the 2 acting selections
1.1
Respond with a complete emotional
awareness to the characters in the 2 acting
selections
1.2
Demonstrate an illusion of spontaneity
which makes the scenes believable
1.2
Demonstrate a complete illusion of total
spontaneity – as if the scenes are
3-dimensional performances
2.1
Demonstrate a sound understanding
of the text in both acting presentations
2.1
Demonstrate a detailed understanding of
the text in both acting presentations
2.2
Demonstrate a sound understanding
of the subtext in both acting
presentations
2.2
Demonstrate a detailed understanding of
the subtext in both acting presentations
2.3
Demonstrate a sound understanding
of the context of both acting
presentations
2.3
Demonstrate a detailed understanding of
the context of both acting presentations
3.1
Communicate a sound understanding
of the intentions and objectives of the
characters portrayed in both scenes
3.1
Consistently communicate a complete
understanding of the intentions and
objectives of the characters portrayed in
both scenes
4.1
Establish and develop a focus
throughout most of the drama in both
acting selections
4.1
Establish and sustain a focus on each
moment of the drama in both acting
selections
4.2
Establish and develop an involvement
with both characters portrayed
4.2
Establish and sustain a complete
involvement with both characters portrayed
4.3
Establish and develop an involvement
with the situations in which both the
characters find themselves, in the
scenes presented
4.3
Establish and sustain a complete
involvement with the situations in which
both characters find themselves in the
scenes presented
Technique
The learner can:
56
The learner can:
5.1
Reveal an adequate physical
response to the demands of the text in
both acting selections
5.1
Reveal a complete physical response to
the demands of the text in both acting
selections
5.2
Reveal an adequate vocal response
to the demands of the text in both
acting selections
5.2
Reveal a complete vocal response to
the demands of the text in both acting
selections
6.1
Respond physically to most of the
different demands of the 2 contrasting
characterisations
6.1
Respond physically to all the different
demands of the 2 contrasting
characterisations
6.2
Respond vocally to most of the
different demands of the 2 contrasting
characterisations
6.2
Respond vocally to all the different
demands of the 2 contrasting
characterisations
7.1
Project the performances by using
adequate breath support and vocal
freedom most of the time
7.1
Project the performances by sustaining
effective breath support and complete vocal
freedom all the time
8.1
Speak with clarity of diction
throughout most of both acting
selections
8.1
Speak with clarity of diction throughout both
acting selections
9.1
Communicate most of the time the
accent and style of speaking required
to portray the periods in which both
acting selections are set
9.1
Sustain the accent and style of speaking
required to portray the periods in which the
acting selections are set
9.2
Communicate a sound understanding
of the movement, posture, stance and
gesture required to portray the periods
in which both acting selections are set
9.2
Communicate a detailed understanding of
the movement, posture, stance and gesture
required to portray the periods in which both
acting selections are set
Knowledge
The learner can:
The learner can:
10.1
Give a summary of the content of
each play as a whole
10.1
Give a detailed summary of the content of
each play as a whole
11.1
Give a description of both characters
performed and their specific roles in
each play as a whole
11.1
Give a detailed description of both
characters performed and their specific
roles in each play as a whole
12.1
Outline the objectives of each
character in the scenes presented
12.1
Give a detailed analysis of the objectives of
each character in the scenes presented
57
Level 3: Grade 7
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
1.
2.
58
Create and inhabit character
Communicate text, subtext and
context
The learner can:
1.1
Respond with some emotion to the characters
in the 3 acting selections
1.2
Demonstrate an illusion of some spontaneity,
creating moments of believability
2.1
Demonstrate some understanding of the text
in all 3 acting presentations
2.2
Demonstrate some understanding of the
subtext in all 3 acting presentations
2.3
Demonstrate some understanding of the
context of all 3 acting presentations
3.
Communicate character objectives
3.1
Communicate some understanding of the
intentions and objectives of the characters
portrayed in the 3 scenes
4.
Sustain imaginative engagement
4.1
Establish a focus on some moments of the
drama in the 3 acting selections
4.2
Establish some involvement with each
character portrayed
4.3
Establish some involvement with the
situations in which each character finds
themselves in the scenes presented
Technique
The learner can:
The learner will be able to:
5.
6.
Demonstrate practical ability in
physical and vocal characterisation
Demonstrate practical ability in
physical and vocal flexibility
5.1
Reveal an adequate physical response to the
demands of the text in at least 2 of the acting
selections
5.2
Reveal an adequate vocal response to the
demands of the text in at least 2 of the acting
selections
6.1
Respond physically to some of the
different demands of the 3 contrasting
characterisations
6.2
Respond vocally to some of the
different demands of the 3 contrasting
characterisations
7.
Demonstrate practical ability in
physical and vocal freedom
7.1
Project the performances by using adequate
breath support and vocal freedom some of
the time
8.
Demonstrate practical ability in
articulative dexterity
8.1
Speak with some clarity of diction in the 3
acting selections
9.
Demonstrate practical ability in period
voice and movement
9.1
Communicate some of the accent and style
of speaking required to portray the period in
which the 3 acting selections are set
9.2
Communicate an adequate understanding of
the movement, posture, stance and gesture
required to portray the period in which the 3
acting selections are set
59
Knowledge
The learner can:
The learner will be able to:
10.
Describe the overall content of each
play as a whole
10.1
Give a brief summary of the content of each
play as a whole
11.
Describe the importance of the
characters in each play as a whole
11.1
Give a brief description of each character
performed and their specific roles in each play
as a whole
12.
Describe the characters’ objectives in
the three scenes
12.1
State briefly the objectives of each character
in the scenes presented
13.
Describe the importance of each
scene presented within the context of
the play as a whole
13.1
Give a brief outline of each scene presented
and analyse their importance within the
context of each individual play
14.
Describe how the writer’s style
influenced the performance
14.1
Reveal some understanding of the style of
writing of each play presented
14.2
Reveal some understanding of the period of
writing in each play presented
14.3
14.4
60
Apply some knowledge of the writer’s style to
the performance of each acting selection
Apply some knowledge of the writer’s period
of writing to the performance of each acting
selection
Level 3: Grade 7
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
The learner can:
1.1
Respond emotionally to the characters
presented in the 3 acting selections
1.1
Respond with a complete emotional
awareness to the characters in the 3 acting
selections
1.2
Demonstrate an illusion of spontaneity
which makes the scenes believable
1.2
Demonstrate a complete illusion of total
spontaneity – as if the scenes are
3-dimensional performances
2.1
Demonstrate a sound understanding
of the text in all 3 acting presentations
2.1
Demonstrate a detailed understanding of
the text in all 3 acting presentations
2.2
Demonstrate a sound understanding
of the subtext in the 3 acting
presentations
2.2
Demonstrate a detailed understanding of
the subtext in the 3 acting presentations
2.3
Demonstrate a sound understanding
of the context of the 3 acting
presentations
2.3
Demonstrate a detailed understanding of
the context of the 3 acting presentations
3.1
Communicate a sound understanding
of the intentions and objectives of the
3 characters portrayed
3.1
Consistently communicate a complete
understanding of the intentions and
objectives of the 3 characters portrayed in
the scenes
4.1
Establish and develop a focus
throughout most of the drama in all 3
acting selections
4.1
Establish and sustain a focus on each
moment of the drama in all 3 acting
selections
4.2
Establish and develop an involvement
with the 3 characters portrayed
4.2
Establish and sustain a complete
involvement with the 3 characters portrayed
4.3
Establish and develop an involvement
with the situations in which the
characters find themselves in the
scenes presented
4.3
Establish and sustain a complete
involvement with the situations in which the
3 characters find themselves, in the scenes
presented
61
Technique
The learner can:
62
The learner can:
5.1
Reveal an adequate physical
response to the demands of the text in
the 3 acting selections
5.1
Reveal a complete physical response to
the demands of the text in the 3 acting
selections
5.2
Reveal an adequate vocal response
to the demands of the text in the 3
acting selections
5.2
Reveal a complete vocal response to
the demands of the text in the 3 acting
selections
6.1
Respond physically to most of the
different demands of the 3 contrasting
characterisations
6.1
Respond physically to all the different
demands of the 3 contrasting
characterisations
6.2
Respond vocally to most of the
different demands of the 3 contrasting
characterisations
6.2
Respond vocally to all the different
demands of the 3 contrasting
characterisations
7.1
Project the three performances by
using adequate breath support and
vocal freedom most of the time
7.1
Project the 3 performances by sustaining
effective breath support and complete vocal
freedom all the time
8.1
Speak with clarity of diction
throughout most of the 3 acting
selections
8.1
Speak with clarity of diction throughout all 3
acting selections
9.1
Communicate most of the time, the
accent and style of speaking required
to portray the periods in which the 3
acting selections are set
9.1
Sustain the accent and style of speaking
required to portray the periods in which the
3 acting selections are set
9.2
Communicate a sound understanding
of the movement, posture, stance and
gesture required to portray the periods
in which the 3 acting selections are
set
9.2
Communicate a detailed understanding of
the movement, posture, stance and gesture
required to portray the periods in which the
3 acting selections are set
Knowledge
The learner can:
The learner can:
10.1
Give a summary of the content of
each play as a whole
10.1
Give a detailed summary of the content of
each play as a whole
11.1
Give a description of the 3 characters
performed and their specific roles in
each play as a whole
11.1
Give a detailed description of the 3
characters performed and their specific
roles in each play as a whole
12.1
Outline the objectives of each
character in the scenes presented
12.1
Give a detailed analysis of the objectives of
each character in the scenes presented
13.1
Outline each scene presented and
analyse their importance within the
context of each individual play
13.1
Summarise each scene presented and
give a detailed analysis of their importance
within the context of each individual play
14.1
Reveal a sound understanding of the
style of writing of each play presented
14.1
Reveal a detailed understanding of the style
of writing of each play presented
14.2
Reveal a sound understanding of
the period of writing of each play
presented
14.2
Reveal a detailed understanding of the
period of writing of each play presented
14.3
Apply knowledge of the writer’s style
to the performance of each acting
selection
14.3
Apply detailed knowledge of the writer’s
style to the performance of each acting
selection
14.4
Apply knowledge of the writer’s period
of writing to the performance of each
acting selection
14.4
Apply detailed knowledge of the writer’s
period of writing to the performance of each
acting selection
63
Level 3: Grade 8
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
1.
2.
64
Create and inhabit character
Communicate text, subtext and context
The learner can:
1.1
Respond with some emotion to the
characters in the 3 acting selections
1.2
Demonstrate an illusion of some
spontaneity, creating moments of
believability
2.1
Demonstrate some understanding of the
text in all 3 acting presentations
2.2
Demonstrate some understanding of the
subtext in all 3 acting presentations
2.3
Demonstrate some understanding of the
context of all 3 acting presentations
3.
Communicate character objectives
3.1
Communicate some understanding of the
intentions and objectives of the characters
portrayed in the 3 scenes
4.
Sustain imaginative engagement
4.1
Establish a focus on some moments of the
drama in the 3 acting selections
4.2
Establish some involvement with each
character portrayed
4.3
Establish some involvement with the
situations in which each character finds
themselves in the scenes presented
Technique
The learner will be able to:
5.
6.
Demonstrate practical ability in physical
and vocal characterisation
Demonstrate practical ability in physical
and vocal flexibility
The learner can:
5.1
Reveal an adequate physical response to
the demands of the text in 2 of the acting
selections
5.2
Reveal an adequate vocal response to
the demands of the text in 2 of the acting
selections
6.1
Respond physically to some of the
different demands of the 3 contrasting
characterisations
6.2
Respond vocally to some of the
different demands of the 3 contrasting
characterisations
7.
Demonstrate practical ability in physical
and vocal freedom
7.1
Project the performances by using
adequate breath support and vocal
freedom, some of the time
8.
Demonstrate practical ability in
articulative dexterity
8.1
Speak with some clarity of diction in the 3
acting selections
9.
Demonstrate practical ability in period,
voice and movement
9.1
Communicate some of the accent and style
of speaking required to portray the period
in which the 3 acting selections are set
9.2
Communicate an adequate understanding
of the movement, posture, stance and
gesture required to portray the period in
which the 3 acting selections are set
65
Knowledge
The learner will be able to:
66
The learner can:
10.
Describe the overall content of each
play
10.1
Give a brief summary of the content of
each play as a whole
11.
Describe the importance of the
characters in each play as a whole
11.1
Give a brief description of each character
performed and their specific roles in each
play as a whole
12.
Describe the character’s objective in
the three performed scenes
12.1
State briefly the objectives of each
character in the scenes presented
13.
Describe the importance of each scene
presented within the context of the play
as a whole
13.1
Give a brief outline of each scene
presented and analyse their importance
within the context of each individual play
14.
Describe how the writers’ style
influenced the performance
14.1
Reveal some understanding of the style of
writing of each play presented
14.2
Reveal some understanding of the writers’
period of writing in each play presented
14.3
Apply some knowledge of the writers’
style to the performances of each acting
selection
14.4
Apply some knowledge of the writers’
period of writing to the performance of
each acting selection
15.
Describe the processes applied in
developing characters for performance
15.1
Reveal some understanding of the
processes involved in developing
characters for performance
16.
Describe the importance of one of the
following key practitioners (Stanislavski
or Brecht or Edward Gordon Craig)
and discuss their key principles in the
process of acting
16.1
Reveal some understanding of the life,
work and importance of either Stanislavski
or Brecht or Edward Gordon Craig
16.2
Reveal some understanding of the
key principles in the process of acting
developed by the selected practitioner
Level 3: Grade 8
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
The learner can:
1.1
Respond emotionally to the characters
presented in the 3 acting selections
1.1
Respond with a complete emotional
awareness to the characters presented in
the 3 acting selections
1.2
Demonstrate an illusion of spontaneity
which makes the scenes believable
1.2
Demonstrate a complete illusion of total
spontaneity – as if the scenes are
3-dimensional performances
2.1
Demonstrate a sound understanding
of the text in all acting presentations
2.1
Demonstrate a detailed understanding of
the text in all acting presentations
2.2
Demonstrate a sound understanding
of the subtext in all 3 acting
presentations
2.2
Demonstrate a detailed understanding of
the subtext in all 3 acting presentations
2.3
Demonstrate a sound understanding
of the context of all 3 acting
presentations
2.3
Demonstrate a detailed understanding of
the context of all 3 acting presentations
3.1
Communicate a sound understanding
of the intentions and objectives of the
3 characters portrayed
3.1
Consistently communicate a complete
understanding of the intentions and
objectives of the 3 characters portrayed in
the scenes
4.1
Establish and develop a focus
throughout most of the drama in all 3
acting selections
4.1
Establish and sustain a focus on each
moment of the drama in all 3 acting
selections
4.2
Establish and develop an involvement
with the 3 characters portrayed
4.2
Establish and sustain a complete
involvement with the 3 characters portrayed
4.3
Establish and develop an involvement
with the situations in which the
characters find themselves in the
scenes presented
4.3
Establish and sustain a complete
involvement with the situations in which the
3 characters find themselves in the scenes
presented
Technique
The learner can:
68
The learner can:
5.1
Reveal an adequate physical
response to the demands of the text in
the 3 acting selections
5.1
Reveal a complete physical response to
the demands of the text in the 3 acting
selections
5.2
Reveal an adequate vocal response
to the demands of the text in the 3
acting selections
5.2
Reveal a complete vocal response to
the demands of the text in the 3 acting
selections
6.1
Respond physically to most of the
different demands of 3 contrasting
characterisations
6.1
Respond physically to all the different
demands of 3 contrasting characterisations
6.2
Respond vocally to most of the
different demands of the 3 contrasting
characterisations
6.2
Respond vocally to all the different
demands of the 3 contrasting
characterisations
7.1
Project the 3 performances by using
adequate breath support and vocal
freedom most of the time
7.1
Project the 3 performances by sustaining
effective breath support and complete vocal
freedom all the time
8.1
Speak with clarity of diction
throughout most of the 3 acting
selections
8.1
Speak with clarity of diction throughout all 3
acting selections
9.1
Communicate most of the time the
accent and style of speaking required
to portray the periods in which the 3
acting selections are set
9.1
Sustain the accent and style of speaking
required to portray the periods in which the
3 acting selections are set
9.2
Communicate a sound understanding
of the movement, posture, stance and
gesture required to portray the periods
in which the 3 acting selections are
set
9.2
Communicate a detailed understanding of
the movement, posture, stance and gesture
required to portray the periods in which the
3 acting selections are set
Knowledge
The learner can:
The learner can:
10.1
Give a summary of the content of
each play as a whole
10.1
Give a detailed summary of the content of
each play as a whole
11.1
Give a description of the 3 characters
performed and their specific roles in
each play as a whole
11.1
Give a detailed description of the 3
characters performed and their specific
roles in each play as a whole
12.1
Outline the objectives of each
character in the scenes presented
12.1
Give a detailed analysis of the objectives of
each character in the scenes presented
13.1
Outline each scene presented and
analyse their importance within the
context of each individual play
13.1
Summarise each scene presented and
give a detailed analysis of their importance
within the context of each individual play
14.1
Reveal a sound understanding of the
style of writing of each play presented
14.1
Reveal a detailed understanding of the style
of writing of each play presented
14.2
Reveal a sound understanding of
the period of writing of each play
presented
14.2
Reveal a detailed understanding of the
period of writing of each play presented
14.3
Apply knowledge of the writer’s style
to the performance of each acting
selection
14.3
Apply detailed knowledge of the writer’s
style to the performance of each acting
selection
14.4
Apply knowledge of the writer’s period
of writing to the performance of each
acting selection
14.4
Apply detailed knowledge of the writer’s
period of writing to the performance of each
acting selection
15.1
Reveal a sound understanding of
the processes involved in developing
characters for performance
15.1
Reveal a detailed understanding of
the processes involved in developing
characters for performance
16.1
Reveal a sound understanding of the
life, work and importance of either
Stanislavski or Brecht or Edward
Gordon Craig
16.1
Reveal a detailed understanding of the life,
work and importance of either Stanislavski
or Brecht or Edward Gordon Craig
16.2
Reveal a sound understanding of the
key principles in the process of acting
developed by the selected practitioner
16.2
Reveal a detailed understanding of the
key principles in the process of acting
developed by the selected practitioner
69
70
Graded Examinations In Performance:
Devising Drama (Solo/Duologue)
From 1 September 2009
71
Graded Examinations in Performance: Devising Drama (Solo or Duologue)
Purpose of the Qualification
LAMDA examinations in Devising Drama are designed to develop the skills necessary to devise a
dramatic performance and present it to an audience.
These examinations also provide learners with the opportunity to develop skills which support the
delivery of dramatic text. For this reason, these examinations complement Graded Examinations in
Performance: Acting (Solo, Duologue and Combined).
Learners who prepare themselves appropriately will develop:
1 Interpretative skills
2 Technical skills
3 Knowledge of dramatic structure and the devising process.
Broad Objectives of the Qualification
1 Interpretative skills
The learner will be required:
•
•
to devise a character and situation within a defined dramatic shape and structure
to suspend disbelief by focusing on the immediacy of a character and situation in order to
create a credible sense of reality.
2 Technical skills
The learner will be required:
•
to build skills in voice, diction and movement in order to realise the specifics of character and
situation.
3 Knowledge of dramatic structure and the devising process
The learner will be required:
•
to understand how to create, shape and structure drama.
Structure
The specification is divided into four levels, in line with the Qualifications and Credit Framework.
72
Entry Level
Entry 3
Level 1
Grades 1, 2, 3
Level 2
Grades 4, 5
Level 3
Grades 6, 7, 8
Graded Examinations in Performance: Devising Drama are offered in the following formats:
•
•
Solo (one learner) – where the learner performs alone
Duologue (two learners) – where the learners perform together.
Learning outcomes and assessment criteria are set at each level, often covering a range of grades
(e.g. Level 1 covers Grades 1, 2 and 3). However, there is still a qualitative difference in outcome
between individual grades within each level. This is because:
•
•
the set requirements and/or topics for scenes increase in technical difficulty as the grades
progress
the knowledge required for the set discussion increases in technical difficulty as the grades
progress.
General Notes and Regulations
1 Both learners in a Duologue examination must be entered at the same grade level.
2 Learners may not enter for both Solo and Duologue examinations at the same grade level in the
one examination session.
3 Learners may not enter for both Solo and Duologue examinations at different grade levels in the
one examination session.
4 Duologue partners may not interchange with other learners. Substitution will only be allowed
under exceptional circumstances.
5 Scenes may be presented in the order of the learner’s choice.
6 Learners may use recorded music and/or sound effects but must provide their own sound
equipment. No unauthorised person will be allowed to be present during the examination and
therefore learners must operate their own sound equipment.
7 Full costume must not be worn. Long practice skirts, which allow freedom of movement,
may be used together with small items such as scarves, hats, shawls, gloves, canes etc.
Hand props are permitted but must be kept to a minimum. Real knives or other weapons
are not permitted.
8 Any time taken for changes and the setting or striking of props must be included in the time of the
scene.
9 The examiner reserves the right to halt scenes that exceed the stipulated time allowance.
10 Hairstyles must not obscure the face and shoes must not hinder movement. Suitable shoes must
be worn for all scenes unless the character portrayed is barefoot. Nudity is not permitted.
11 Duologue learners will be assessed through open discussion with both learners in the Knowledge
section of each examination.
_________________________________________________________
73
Entry Level
Learning Outcomes
Interpretation
The learner will be able to:
1 Devise a scene that reveals a place and situation
2 Engage with the place and situation.
Technique
The learner will be able to:
3 Communicate with sufficient audibility for the performance space
4 Communicate with sufficient clarity in order to be understood
5 Reveal an awareness of the performance space.
Knowledge
6 The learner will be able to describe the place/situation that they have created.
Amplification of the Learning Outcomes
Revealing a place and situation – revealing the physical aspects of where the scene takes place
Engage – involvement with the place/situation that has been created
Sufficient audibility – using sufficient breath and resonance so that the sound can be heard by the
examiner
Sufficient clarity – articulating sufficiently, without losing the sense or flow, in order to be understood
by the examiner
Performance space – the area in which the learner performs
Level Descriptor
Learners will be able to devise a scene that clarifies place and situation. They will perform audibly
and clearly, with some confidence, and a sense of enthusiasm and enjoyment. Their use of the
performance space will be appropriate to the stimulus and situation.
Total time allowance
Solo – 10 minutes
Duologue – 15 minutes
74
Examination Content
Entry
1 Interpretation and Technique
The learner(s) will present a prepared scene of their own devising set in one of the following
places:
•
•
•
in a theme park
in a classroom
in a farmyard.
The title must be announced prior to the performance.
Solo and Duologue scenes must be a minimum of two minutes but not exceed three minutes in
performance time.
2 Knowledge
The learner(s) will discuss the scene with the examiner and answer questions on the following:
•
•
the reasons(s) for choosing the place or situation that has been created
the physical aspects of the place that has been created.
Marking Scheme
Interpretation
40
Technique
40
Knowledge
20
Total
100
Pass 50 Merit 65 Distinction 80
___________________________________________________________________
Level 1
Learning Outcomes
Interpretation
The learner will be able to:
1 Devise a scene with a character and situation
2 Devise a scene with a clear structure
3 Engage with the character and situation.
Technique
The learner will be able to:
4 Communicate with appropriate audibility/clarity for character and space
5 Use the performance space appropriately
6 Reveal character through body language.
Knowledge
7 The learner will be able to discuss dramatic structure with the examiner.
75
Amplification of the Learning Outcomes
Structure – using a beginning, middle and an end
Engage – involvement with the character and situation that has been created
Responding to other characters – reacting to another character’s words or actions, whether real or
imaginary
Appropriate audibility and clarity – using sufficient breath, resonance and clarity of diction appropriate
to the size of the space and the requirements of the scene
Performance space – the area in which the learner performs
Body language – communicating some of the character’s thoughts and feelings non-verbally
Level Descriptor
Learners will be able to apply their knowledge, understanding and skills to produce a thoughtful
performance, based on creative engagement with the stimulus and careful preparation. Scenes
will possess a clear and organised dramatic structure which will shape the performance. Learners
will speak audibly and clearly with a sense of spontaneity. Their apt use of body and space will
complement their vocal performance.
Total time allowance for each grade
Solo – 15 minutes
Duologue – 20 minutes
Examination Content
Grade 1
1 Interpretation and Technique
The learner(s) will present a prepared scene of their own devising based on one of the following
events:
•
•
•
the party
the performance
the picnic.
The title must be announced prior to the performance.
Solo and Duologue scenes must be a minimum of two minutes but not exceed three minutes in
performance time.
2 Interpretation and Technique
The learner(s) will present a prepared scene of their own devising using one of the following
objects as inspiration:
•
•
•
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a mobile phone
an umbrella
a ring.
The learner(s) will bring the object with them into the examination room and use it in the scene.
The title must be announced prior to the performance.
Solo and Duologue scenes must be a minimum of two minutes but not exceed three minutes in
performance time.
3 Knowledge
The learner(s) will discuss the scenes with the examiner and will:
•
•
give the reason(s) for choosing the event or object
identify the beginning, middle and end within the scene(s).
Grade 2
1 Interpretation and Technique
The learner(s) will present a prepared scene of their own devising based on one of the following
dramatic events:
•
•
•
the visitor
the discovery
the rescue.
The title must be announced prior to the performance.
Solo and Duologue scenes must be a minimum of two minutes but not exceed three minutes in
performance time.
2 Interpretation and Technique
The learner(s) will present a prepared scene of their own devising using one of the following
objects as inspiration:
•
•
•
a map
a watch
a key.
The learner(s) will bring the object with them into the examination room, and use it in the scene.
The title must be announced prior to the performance.
Solo and Duologue scenes must be a minimum of two minutes but not exceed three minutes in
performance time.
3 Knowledge
The learner(s) will discuss the scenes with the examiner and will:
•
•
•
give the reasons(s) for choosing the event/object
identify the beginning, middle and end within the scene(s)
describe how the character changed during the scene(s).
Grade 3
1 Interpretation and Technique
The learner(s) will present a prepared scene of their own devising based on one of the
occupations listed in List A linked to one of the characteristics listed in List B.
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List A
List B
The teacher
The television presenter
The chef
Forgetfulness
Anger
Greed
The title must be announced prior to the performance.
Solo and Duologue scenes must be a minimum of two minutes but not exceed three minutes in
performance time.
2 Interpretation and Technique
The learner(s) will present a prepared scene of their own devising using one of the following
objects as inspiration:
•
•
•
a photograph
a wallet
a letter.
The learner(s) will bring the object with them into the examination room and use it in the scene.
The title must be announced prior to the performance.
Solo and Duologue scenes must be a minimum of two minutes but not exceed three minutes in
performance time.
3. Knowledge
The learner(s) will discuss the scenes with the examiner and will:
•
•
•
give the reason(s) for choosing the ‘character’, ‘occupation’, ‘characteristics’ and ‘object’
identify the beginning, middle and end within the scene(s)
describe how the character(s) changed during the scene(s).
Marking Scheme
Interpretation
40
Technique
40
Knowledge
20
Total
100
Pass 50 Merit 65 Distinction 80
___________________________________________________________________
Level 2
Learning Outcomes
Interpretation
The learner will be able to:
1
2
3
4
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Devise and structure scenes with believable characters
Devise a detailed world around characters
Create a relationship with other characters, real or imaginary, when and where appropriate
Engage with the imaginary.
Technique
The learner will be able to:
5
6
7
8
Demonstrate clarity of diction, appropriate to the character and situation
Sustain the thought and vocal power through to the end of a phrase
Build character through the whole body
Use the performance space appropriate to character and situation.
Knowledge
9 The learner will be able to describe how he/she prepared the scene.
Amplification of the Learning Outcomes
Believable characters – transforming into a true-to-life character
Engaging with the imaginary – involvement with the character, situation and world of the drama;
focusing on each moment
Relationships with other characters – revealing how the character thinks and feels about other people
in the scene, whether real or imaginary: reacting to other characters’ words or actions
Sustaining thought and vocal power – keeping breath, sound and thought focused until the end of the
phrase so that the voice does not fade away
Performance space – the area in which the learner performs
Level Descriptor
Learners will be able to demonstrate a sound understanding of how to plan and prepare a scene
of their own devising. Effective preparation will be evident in presentation, leading to a secure
performance with a sense of spontaneity. The performance will be imaginative with consistent
application of developing technical skills. Use of voice, body and space will be effectively combined
to communicate the scene and engage the audience.
Total time allowance for each grade
Solo – 20 minutes
Duologue – 25 minutes
Examination Content
Grade 4
1 Interpretation and Technique
The learner(s) will present a prepared scene of their own devising based on one of the following
phrases:
•
•
•
beyond the horizon
when the clock strikes twelve
at the bottom of the garden.
79
The title of the scene must be announced prior to the performance.
Solo and Duologue scenes must be a minimum of three minutes but not exceed four minutes in
performance time.
2 Interpretation and Technique
The learner(s) will present a prepared scene of their own devising based on an extraordinary
occurrence in an everyday situation. The title of the scene must be announced prior to the
performance. Solo and Duologue scenes must be a minimum of three minutes but not exceed
four minutes in performance time.
3 Knowledge
The learner(s) will discuss the scenes with the examiner. The learner(s) will answer questions on
the following:
•
•
•
the reason(s) for choosing the specific phrase
how to plan and prepare the devised scenes
the reason(s) for the decisions on staging within the scenes.
Grade 5
1 Interpretation and Technique
Solo The learner(s) will present a prepared scene of their own devising using one of the people
from List A and one of the situations from List B.
Duologue The learner(s) will present a prepared scene of their own devising using two of the
people from List A and one of the situations from List B.
List A
The politician
The hypochondriac
The celebrity
List B
At the airport
At an interview
At a ceremony
The title of the scene must be announced prior to the performance.
Solo and Duologue scenes must be a minimum of three minutes but not exceed four minutes in
performance time.
2 Interpretation and Technique
The learner(s) will present a prepared dramatic scene of their own devising which includes some
music (live or recorded) and/or sound effects (live or recorded). Technical equipment must be
provided and operated by the learner(s). Solo and Duologue scenes must be a minimum of three
minutes but not exceed four minutes in performance time.
3 Knowledge
The learner(s) will discuss the scenes with the examiner. The learner(s) will answer questions on
the following:
•
•
•
•
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the reason(s) for choosing the specific character(s) and situation
how to plan and prepare the devised scenes
the reason(s) for the decisions on staging within the scenes
how the music and/or sound effects aided the development of the scene.
Marking Scheme
Interpretation
40
Technique
40
Knowledge
20
Total
100
Pass 50 Merit 65 Distinction 80
__________________________________________________________________
Level 3
Learning Outcomes
Interpretation
The learner will be able to:
1
2
3
4
Devise and inhabit a character and situation
Play character objectives
Sustain imaginative engagement
Structure scenes to reveal a progression of mood and/or thought.
Technique
The learner will be able to demonstrate practical ability in:
5.
6.
7.
8.
Physical and vocal characterisation
Physical and vocal flexibility
Physical and vocal freedom
Articulative flexibility.
Knowledge
The learner will be able to describe:
9 The devising process
10 Characterisation
11 The use of music and sound effects in a scene.
Amplification of the Learning Outcomes
Creating and inhabiting character – transforming into another person: creating the illusion of
spontaneity as if the character’s thoughts and emotions are being expressed for the very first time
Playing objectives – clarifying what the character wants, desires or needs e.g. the character needs
to secure a financial loan from a friend: playing different tactics to achieve this ‘want’ e.g. to plead, to
coax, to wheedle, to threaten, to blackmail, to entice
Sustaining imaginative engagement – maintaining involvement with the character, situation and/or
world of the scene: maintaining focus on each moment
Progression of mood and thought – revealing changes in the way the character thinks and/or feels
throughout the scene
Physical and vocal freedom – releasing physically and vocally in order to relax into the performance;
using breath support and a free vocal tone
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Physical and vocal flexibility – transforming physically and vocally according to the character, situation
and/or style of the created scene
Level Descriptor
Learners will be able to integrate their knowledge and skills consciously. There will be a sense of
ownership and self-awareness resulting in a sensitive performance. Presentation will be grounded in
thorough and relevant preparation and planning. Learners will sustain imaginative engagement and
combine physical and vocal flexibility to support and inform characterisation in order to engage the
audience wholeheartedly.
Total time allowance for each grade
Grades 6 and 7
Solo – 20 minutes
Duologue – 25 minutes
Grade 8
Solo – 25 minutes
Duologue – 30 minutes
Examination Content
Grade 6
1 Interpretation and Technique
The learner(s) will present a prepared scene of their own devising based around one of the five
senses – sight, touch, hearing, taste or smell. The learner(s) may choose to include music (live
or recorded) and/or sound effects (live or recorded) but must provide and operate their own
sound equipment. The title of the scene must be announced prior to the performance. Solo
and Duologue scenes must be a minimum of three minutes but not exceed four minutes in
performance time.
2 Interpretation and Technique
The learner(s) will present a prepared scene of their own devising depicting a character other than
themself/themselves who uses persuasion in a variety of ways to achieve their chosen objective.
The title of the scene must be announced prior to the performance. Solo and Duologue scenes
must be a minimum of three minutes but not exceed four minutes in performance time.
3 Knowledge
The learner(s) will discuss the devising process with the examiner. The learner(s) will answer
questions on the following:
•
•
•
steps in the devising process
characterisation including physical descriptions, objectives, changes of mood and reactions to
characters and events
the use of music and sound effects to help develop atmosphere in a devised drama.
Grade 7
1 Interpretation and Technique
The learner(s) will present a prepared scene of their own devising based around one of the
elements – Earth, Air, Fire, Water or Wood. The learner(s) may choose to include music (live
82
or recorded) and/or sound effects (live or recorded) but must provide and operate their own
sound equipment. The title of the scene must be announced prior to the performance. Solo
and Duologue scenes must be a minimum of three minutes but not exceed four minutes in
performance time.
2 Interpretation and Technique
The learner(s) will present a prepared scene of their own devising depicting a character other
than themself/themselves who challenges another character in a variety of ways to achieve their
chosen objective. The title of the scene must be announced prior to the performance. Solo
and Duologue scenes must be a minimum of three minutes but not exceed four minutes in
performance time.
3 Knowledge
The learner(s) will discuss the devising process with the examiner. The learner(s) will answer
questions on the following:
•
•
•
•
steps in the devising process
characterisation including physical descriptions, objectives, changes of mood and reactions to
characters and events
the use of music and sound effects to help develop atmosphere in a devised drama
how tension between devised characters can build an effective climax in a scene.
Grade 8
1 Interpretation and Technique
The learner(s) will present a prepared scene of their own devising based on an historical event,
a myth or legend. The learner(s) may choose to include music (live or recorded) and/or sound
effects (live or recorded). The title of the scene must be announced prior to the performance.
Solo and Duologue scenes must be a minimum of four minutes but not exceed five minutes in
performance time.
2 Interpretation and Technique
The learner(s) will present a prepared scene of their own devising based on a topical issue. The
title of the scene must be announced prior to the performance. Solo and Duologue scenes must
be a minimum of four minutes but not exceed five minutes in performance time.
3 Knowledge
The learner(s) will discuss the devising process with the examiner. The learner(s) will answer
questions on the following:
•
•
•
•
•
steps in the devising process
characterisation including physical descriptions, objectives, changes of mood and reactions to
characters and events
the use of music and sound effects to help develop atmosphere in a devised drama
the selection of the myth, legend or historical event
how a sense of a style and period can be conveyed.
Marking Scheme
Interpretation
40
Technique
40
Knowledge
20
Total
100
Pass 50 Merit 65 Distinction 80
_________________________________________________________
83
Entry Level
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
The learner can:
1.
Devise a scene that reveals a place
and a situation
1.1
Plan and act out a simple scene which
indicates a place and a situation
2.
Engage with the place and situation
2.1
Demonstrate the ability to concentrate and
focus on the performance some of the time
2.2
Demonstrate the ability to show some
involvement with the place and situation
that has been created
Technique
The learner will be able to:
The learner can:
3.
Communicate with sufficient audibility
for the performance space
3.1
Perform the prepared scene of their own
devising with some appropriate audibility in
the performance space
4.
Communicate with sufficient clarity in
order to be understood
4.1
Speak with some clarity of diction in order to
be understood
5.
Reveal an awareness of the
performance space
5.1
Communicate the meaning of the devised
scene through some appropriate movement
and adequate use of the performance
space
Knowledge
The learner will be able to:
6.
84
Describe the place and situation that
they have created
The learner can:
6.1
Give a brief description of the place that
they have created
6.2
Give a brief description of the situation that
they have created
6.3
Indicate basic reasons for the choices made
in the selection of the place or situation
Entry Level
Assessment Criteria:
Merit
Interpretation
Distinction
The learner can:
The learner can:
1.1
Plan and act out a scene which
reveals a place and a situation
1.1
Plan and act out a comprehensive scene
which reveals and develops a place and a
situation
2.1
Demonstrate the ability to concentrate
and focus on the performance most of
the time
2.1
Demonstrate the ability to concentrate and
focus on the performance consistently
2.2
Demonstrate the ability to show
involvement with the place and
situation that has been created most
of the time
2.2
Demonstrate the ability to show total
involvement with the place and situation
that has been created
Technique
The learner can:
The learner can:
3.1
Perform the prepared scene of their
own devising with audibility in the
performance space most of the time
3.1
Perform the prepared scene of their own
devising with appropriate and confident
audibility in the performance space
4.1
Speak with clarity of diction in order to
be understood most of the time
4.1
Speak with clarity and coherence
appropriate for the devised material
5.1
Communicate the meaning of the
devised scene through appropriate
movement and sound use of the
performance space
5.1
Communicate the meaning of the devised
scene through consistently appropriate
movement and informed use of the
performance space
Knowledge
The learner can:
The learner can:
6.1
Give a sound description of the place
that they have created
6.1
Give a detailed description of the place that
they have created
6.2
Give a sound description of the
situation that they have created
6.2
Give a detailed description of the situation
that they have created
6.3
Give sound reasons for the choices
made in the selection of the place and
situation
6.3
Give detailed reasons for the choices made
in the selection of the place and situation
85
Level 1: Grade 1
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
The learner can:
1.
Devise a scene with a character and
situation
1.1
Create 2 simple scenes which clarify
character and situation some of the time
2.
Devise a scene with a clear structure
2.1
Create 2 simple scenes with some sense of
structure
3.
Engage with the character and situation
3.1
Demonstrate the ability to concentrate and
focus on both devised performances some
of the time
3.2
Demonstrate the ability to show some
involvement with the characters presented
in both devised scenes
3.3
Demonstrate the ability to show some
involvement with the situations presented in
both devised scenes
4.1
Perform the 2 scenes of their own devising
with some appropriate audibility in the
performance space
4.2
Perform the 2 scenes of their own devising
with some appropriate audibility for the
characters portrayed
4.3
Speak with some clarity of diction
throughout both devised scenes
Technique
4.
Communicate with appropriate
audibility/clarity for character and space
5.
Use the performance space
appropriately
5.1
Communicate the meaning of both devised
scenes with some appropriate use of the
performance space
6.
Reveal character through body
language
6.1
Communicate the personal characteristics
of both characters through some
appropriate movements
Knowledge
The learner will be able to:
7.
Discuss dramatic structure
7.1
7.2
86
The learner can:
Identify the beginning, middle and end of
both scenes
Indicate reasons for the choices made in
the selection of both the ‘event’ and the
‘object’
Level 1: Grade 1
Assessment Criteria:
Merit
Interpretation
Distinction
The learner can:
The learner can:
1.1
Create 2 scenes which clarify character
and situation most of the time
1.1
Create 2 comprehensive scenes which
totally clarify character and situation
2.1
Create 2 scenes with an appropriate
structure
2.1
Create 2 comprehensive scenes with a
clearly defined structure
3.1
Demonstrate the ability to concentrate
and focus on both devised
performances most of the time
3.1
Demonstrate the ability to sustain
concentration and focus throughout both
devised performances
3.2
Demonstrate the ability to show
complete involvement with the
character in one of the 2 devised
scenes and some involvement with the
character in the second scene
3.2
Demonstrate the ability to show complete
involvement with the characters of both
devised scenes
3.3
Demonstrate the ability to show
complete involvement with the situation
in one of the 2 devised scenes and
some involvement in the second scene
3.3
Demonstrate the ability to show complete
involvement with the situation in both
devised scenes
Technique
The learner can:
The learner can:
4.1
Perform the 2 scenes of their own
devising with appropriate audibility in
the performance space most of the time
4.1
Perform the 2 scenes of their own devising
with confident and controlled audibility in the
performance space
4.2
Perform the 2 scenes of their own
devising with appropriate audibility for
the characters portrayed most of the
time
4.2
Perform the 2 scenes of their own devising
with confident and controlled audibility for
the characters portrayed
4.3
Speak with mostly clear diction
throughout both devised scenes
4.3
Sustain clarity of diction throughout both
devised scenes
5.1
Communicate the meaning of both
devised scenes with sound use of the
performance space most of the time
5.1
Communicate the meaning of both devised
scenes with confident and informed use of
the performance space
6.1
Communicate the personal
characteristics of both characters
thorough appropriate movements most
of the time
6.1
Communicate the personal characteristics
of both characters through sustained,
appropriate movements
87
Knowledge
The learner can:
88
The learner can:
7.1
Identify and develop the beginning,
middle and end of both scenes
7.1
Give a detailed description of the beginning,
middle and end of both scenes
7.2
Give sound reasons for the choices
made in the selection of both the ‘event’
and the ‘object’
7.2
Give detailed reasons for the choices made
in the selection of both the ‘event’ and the
‘object’
Level 1: Grade 2
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
The learner can:
1.
Devise a scene with a character and
situation
1.1
Create 2 simple scenes which clarify
character and situation some of the time
2.
Devise a scene with a clear structure
2.1
Create 2 simple scenes with some sense of
structure
3.
Engage with the character and situation
3.1
Demonstrate the ability to concentrate and
focus on both devised performances some
of the time
3.2
Demonstrate the ability to show some
involvement with the characters presented
in both devised scenes
3.3
Demonstrate the ability to show some
involvement with the situations presented in
both devised scenes
Technique
The learner will be able to:
4.
Communicate with appropriate
audibility/clarity for character and space
The learner can:
4.1
Perform the 2 scenes of their own devising
with some appropriate audibility in the
performance space
4.2
Perform the 2 scenes of their own devising
with some appropriate audibility for the
characters portrayed
4.3
Speak with some clarity of diction
throughout both devised scenes
5.
Use the performance space
appropriately
5.1
Communicate the meaning of both devised
scenes with some appropriate use of the
performance space
6.
Reveal character through body
language
6.1
Communicate the personal characteristics
of both characters through some
appropriate movements
Knowledge
The learner will be able to:
7.
Discuss dramatic structure
The learner can:
7.1
Identify the beginning, middle and end of
both scenes
7.2
Indicate reasons for the choices made in
the selection of both the ‘event’ and the
‘object’
7.3
Give a brief description of any changes of
mood the characters may have had during
the scenes
89
Level 1: Grade 2
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
The learner can:
1.1
Create 2 scenes which clarify
character and situation most of the
time
1.1
Create 2 comprehensive scenes which
totally clarify character and situation
2.1
Create 2 scenes with an appropriate
structure
2.1
Create 2 comprehensive scenes with a
clearly defined structure
3.1
Demonstrate the ability to concentrate
and focus on both devised
performances most of the time
3.1
Demonstrate the ability to sustain
concentration and focus throughout both
devised performances
3.2
Demonstrate the ability to show
complete involvement with the
character in one of the 2 devised
scenes and adequate involvement
with the character in the second
scene
3.2
Demonstrate the ability to show complete
involvement with the characters of both
devised scenes
3.3
Demonstrate the ability to show
complete involvement with the
situation in one of the 2 devised
scenes and adequate involvement in
the second scene
3.3
Demonstrate the ability to show complete
involvement with the situation in both
devised scenes
Technique
The learner can:
90
The learner can:
4.1
Perform the 2 scenes of their own
devising with appropriate audibility in
the performance space most of the
time
4.1
Perform the 2 scenes of their own devising
with confident and controlled audibility in the
performance space
4.2
Perform the 2 scenes of their own
devising with appropriate audibility for
the characters portrayed most of the
time
4.2
Perform the 2 scenes of their own devising
with confident and controlled audibility for
the characters portrayed
4.3
Speak with mostly clear diction
throughout both devised scenes
4.3
Sustain clarity of diction throughout both
devised scenes
5.1
Communicate the meaning of both
devised scenes with sound use of the
performance space most of the time
5.1
Communicate the meaning of both devised
scenes with confident and informed use of
the performance space
6.1
Communicate the personal
characteristics of both characters
thorough appropriate movements,
most of the time
6.1
Communicate the personal characteristics
of both characters through sustained,
appropriate movements
Knowledge
The learner can:
The learner can:
7.1
Identify and develop the beginning,
middle and end of both scenes
7.1
Give a detailed description of the beginning,
middle and end of both scenes
7.2
Give sound reasons for the choices
made in the selection of both the
‘event’ and the ‘object’
7.2
Give detailed reasons for the choices made
in the selection of both the ‘event’ and the
‘object’
7.3
Give a description of any changes of
mood the characters may have had
during the scenes
7.3
Give a detailed description of any changes
of mood the characters may have had
during the scenes
91
Level 1: Grade 3
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
The learner can:
1.
Devise a scene with a character and
situation
1.1
Create 2 simple scenes which clarify
character and situation some of the time
2.
Devise a scene with a clear structure
2.1
Create 2 simple scenes with some sense of
structure
3.
Engage with the character and situation
3.1
Demonstrate the ability to concentrate and
focus on both devised performances some
of the time
3.2
Demonstrate the ability to show some
involvement with the characters presented
in both devised scenes
3.3
Demonstrate the ability to show some
involvement with the situations presented in
both devised scenes
Technique
The learner will be able to:
4.
Communicate with appropriate
audibility/clarity for character and space
The learner can:
4.1
Perform 2 scenes of their own devising
with some appropriate audibility in the
performance space
4.2
Perform 2 scenes of their own devising
with some appropriate audibility for the
characters portrayed
4.3
Speak with some clarity of diction
throughout both devised scenes
Communicate the meaning of both devised
scenes with some appropriate use of the
performance space
Communicate the personal characteristics
of both characters through some
appropriate movements
5.
Use the performance space
appropriately
5.1
6.
Reveal character through body
language
6.1
Knowledge
The learner will be able to:
7.
92
Discuss dramatic structure
The learner can:
7.1
Identify the beginning, middle and end of
both scenes
7.2
Indicate reasons for the choices made
in the selection of the ‘occupation’,
‘characteristics’ and the ‘object’
7.3
Give a brief description of any changes of
mood the characters may have had during
the scenes
Level 1: Grade 3
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
The learner can:
1.1
Create 2 scenes which clarify
character and situation most of the
time
1.1
Create 2 comprehensive scenes which totally
clarify character and situation
2.1
Create 2 scenes with an appropriate
structure
2.1
Create 2 comprehensive scenes with a
clearly defined structure
3.1
Demonstrate the ability to concentrate
and focus on both devised
performances most of the time
3.1
Demonstrate the ability to sustain
concentration and focus throughout both
devised performances
3.2
Demonstrate the ability to show
complete involvement with the
character in one of the 2 devised
scenes and some involvement with
the character in the second scene
3.2
Demonstrate the ability to show complete
involvement with the characters of both
devised scenes
3.3
Demonstrate the ability to show
complete involvement with the
situation in one of the 2 devised
scenes and some involvement in the
second scene
3.3
Demonstrate the ability to show complete
involvement with the situation in both devised
scenes
Technique
The learner can:
The learner can:
4.1
Perform the 2 scenes of their own
devising with appropriate audibility in
the performance space most of the
time
4.1
Perform the 2 scenes of their own devising
with confident and controlled audibility in the
performance space
4.2
Perform the 2 scenes of their own
devising with appropriate audibility for
the characters portrayed most of the
time
4.2
Perform the 2 scenes of their own devising
with confident and controlled audibility for the
characters portrayed
4.3
Speak with mostly clear diction
throughout both devised scenes
4.3
Sustain clarity of diction throughout both
devised scenes
5.1
Communicate the meaning of both
devised scenes with sound use of the
performance space most of the time
5.1
Communicate the meaning of both devised
scenes with confident and informed use of
the performance space
6.1
Communicate the personal
characteristics of both characters
through appropriate movements, most
of the time
6.1
Communicate the personal characteristics
of both characters through sustained,
appropriate movements
93
Knowledge
The learner can:
94
The learner can:
7.1
Identify and develop the beginning,
middle and end of both scenes
7.1
Give a detailed description of the beginning,
middle and end of both scenes
7.2
Give sound reasons for the choices
made in the selection of the
‘occupation’, ‘characteristics’ and the
‘object’
7.2
Give detailed reasons for the choices
made in the selection of the ‘occupation’,
‘characteristics’ and the ‘object’
7.3
Give a description of any changes of
mood the characters may have had
during the scenes
7.3
Give a detailed description of any changes
of mood the characters may have had during
the scenes
Level 2: Grade 4
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
1.
Devise and structure scenes with
believable characters
The learner can:
1.1
Create and develop 2 scenes with some
sense of structure and characters with
some convincing characteristics
1.2
Indicate some sense of reality in both
scenes presented
2.
Devise a detailed world around
characters
2.1
Create and demonstrate some sense of the
place and period in which the characters
live
3.
Create a relationship with other
characters, real or imaginary, when and
where appropriate
3.1
Demonstrate some awareness of other
characters, real or imaginary, in both scenes
presented
3.2
React in an appropriate way to some of
the words, actions or attitudes of both
characters, real or imaginary, in both scenes
presented
4.1
Reveal some understanding of the
imaginary situations and characters
presented in both scenes
4.
Engage with the imaginary
Technique
The learner will be able to:
The learner can:
5.
Demonstrate clarity of diction,
appropriate to the character and
situation
5.1
Speak with some clarity of diction in the
presentation of the devised scenes
6.
Sustain the thought through to the end
of a phrase
6.1
Communicate thoughts adequately, through
to the ends of some phrases
7.
Sustain the vocal power through to the
end of a phrase
7.1
Maintain vocal power adequately through to
the ends of some phrases
8.
Build character through the whole body
8.1
Communicate some of the personal
characteristics of both characters through
appropriate stance, movements, gesture
and facial expression
9.
Use the performance space,
appropriate to character and situation
9.1
Communicate the meaning of both
characterisations and their situations with
some appropriate use of the performance
space
95
Knowledge
The learner will be able to:
10.
96
Describe how they prepared their
scene(s)
The learner can:
10.1
Give a brief description of the steps taken in
planning and preparing the devised scenes
10.2
Give a brief description of the staging of
both scenes and indicate the rationale
behind it
Level 2: Grade 4
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
The learner can:
1.1
Create and develop 2 scenes with an
appropriate structure and characters
with mostly convincing characteristics
1.1
Create and develop 2 scenes with a
detailed structure and characters with
completely convincing and believable
characteristics
1.2
Create a sense of reality most of the
time in both scenes presented
1.2
Create a total sense of reality in both
scenes presented
2.1
Create and demonstrate a secure
sense of the place and period in which
the characters live
2.1
Create and sustain a total sense of the
place and period in which the characters
live
3.1
Demonstrate an awareness of other
characters, real or imaginary, in both
scenes presented, for most of the time
3.1
Sustain a complete awareness of other
characters, real or imaginary, in both scenes
presented
3.2
React in an appropriate way to most
of the words, actions or attitudes of
other characters, real or imaginary, in
both scenes presented
3.2
React in an appropriate way to all the
words, actions or attitudes of other
characters, real or imaginary, in both scenes
presented
4.1
Reveal a sound understanding of the
imaginary situations and characters
presented in both scenes
4.1
Reveal a total understanding of the
imaginary situations and characters
presented in both scenes
Technique
The learner can:
The learner can:
5.1
Speak with clarity of diction
throughout most of both devised
scenes
5.1
Sustain clarity of diction throughout both
devised scenes
6.1
Maintain thoughts through to the ends
of most phrases
6.1
Sustain thoughts through to the ends of all
phrases
7.1
Maintain vocal power through to the
ends of most phrases
7.1
Sustain vocal power through to the ends of
all phrases
8.1
Communicate most of the personal
characteristics of both characters
through appropriate stance,
movements, gesture and facial
expression
8.1
Communicate all the personal
characteristics of both characters through
appropriate stance, movements, gesture
and facial expression
9.1
Communicate the meaning of both
characterisations and their situations
with sound use of the performance
space most of the time
9.1
Communicate the meaning of both
characterisations and their situations with
confident, informed and creative use of the
performance space
97
Knowledge
The learner can:
98
The learner can:
10.1
Give a sound description of the steps
taken in planning and preparing the
devised scenes
10.1
Give a detailed description of the steps
taken in planning and preparing the devised
scenes
10.2
Give a sound description of the
rationale behind the selection of the
‘phrase’ to act as a stimulus in the
development of the scene
10.2
Give a detailed description of the rationale
behind the selection of the ‘phrase’ to act as
a stimulus in the development of the scene
10.3
Give a description of the staging of
both scenes and outline the rationale
behind it
10.3
Give a detailed description of the staging
of both scenes and outline the rationale
behind it
Level 2: Grade 5
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
1.
Devise and structure scenes with
believable characters
The learner can:
1.1
Create and develop 2 scenes with some
sense of structure and characters with
some convincing characteristics
1.2
Indicate some sense of reality in both
scenes presented
2.
Devise a detailed world around
characters
2.1
Create and demonstrate some sense of the
place and period in which the characters
live
3.
Create a relationship with other
characters, real or imaginary, when and
where appropriate
3.1
Demonstrate some awareness of other
characters, real or imaginary, in both scenes
presented
3.2
React in an appropriate way to some of
the words, actions or attitudes of other
characters, real or imaginary, in both scenes
presented
4.1
Reveal some understanding of the
imaginary situations and characters
presented in both scenes
4.
Engage with the imaginary
Technique
The learner will be able to:
The learner can:
5.
Demonstrate clarity of diction,
appropriate to the character and
situation
5.1
Speak with some clarity of diction in the
presentation of the devised scenes
6.
Sustain the thought through to the end
of a phrase
6.1
Communicate thoughts adequately, through
to the ends of some phrases
7.
Sustain the vocal power through to the
end of a phrase
7.1
Maintain vocal power through to the ends of
some phrases
8.
Build character through the whole body
8.1
Communicate some of the personal
characteristics of both characters through
appropriate stance, movements, gesture
and facial expression
9.
Use the performance space,
appropriate to character and situation
9.1
Communicate the meaning of both
characterisations and their situations with
some appropriate use of the performance
space
99
Knowledge
The learner will be able to:
10.
100
Describe how they prepared their
scene(s)
The learner can:
10.1
Give a brief description of the steps taken in
planning and preparing the devised scenes
10.2
Give a brief description of the rationale
behind the selection of the ‘character’
and ‘situation’ to act as a stimulus in the
development of the scene
10.3
Give a brief description of the staging of
both scenes and indicate the rationale
behind it
10.4
Give a brief description of how the music or
sound effects support the development of
the second scene
Level 2: Grade 5
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
The learner can:
1.1
Create and develop 2 scenes with an
appropriate structure and characters
with mostly convincing characteristics
1.1
Create and develop 2 scenes with a
detailed structure and characters with
completely convincing and believable
characteristics
1.2
Create a sense of reality most of the
time in both scenes presented
1.2
Create a total sense of reality in both
scenes presented
2.1
Create and demonstrate a secure
sense of the place and period in which
the characters live
2.1
Create and sustain a total sense of the
place and period in which the characters
live
3.1
Demonstrate an awareness of other
characters, real or imaginary, in both
scenes presented, for most of the time
3.1
Sustain a complete awareness of other
characters, real or imaginary, in both scenes
presented
3.2
React in an appropriate way to most
of the words, actions or attitudes of
other characters, real or imaginary, in
both scenes presented
3.2
React in an appropriate way to all the
words, actions or attitudes of other
characters, real or imaginary, in both scenes
presented
4.1
Reveal a sound understanding of the
imaginary situations and characters
presented in both scenes
4.1
Reveal a total understanding of the
imaginary situations and characters
presented in both scenes
Technique
The learner can:
The learner can:
5.1
Speak with clarity of diction,
throughout most of both devised
scenes
5.1
Sustain clarity of diction throughout both
devised scenes
6.1
Communicate thoughts adequately
through to the ends of most phrases
6.1
Sustain thoughts through to the ends of all
phrases
7.1
Maintain adequate vocal power
through to the ends of most phrases
7.1
Sustain vocal power through to the ends of
all phrases
8.1
Communicate most of the personal
characteristics of both characters
through appropriate stance,
movements, gesture and facial
expression
8.1
Communicate all the personal
characteristics of both characters through
appropriate stance, movements, gesture
and facial expression
9.1
Communicate the meaning of both
characterisations and their situations
with sound use of the performance
space most of the time
9.1
Communicate the meaning of both
characterisations and their situations with
confident, informed and creative use of the
performance space
101
Knowledge
The learner can:
102
The learner can:
10.1
Give a sound description of the steps
taken in planning and preparing the
devised scenes
10.1
Give a detailed description of the steps
taken in planning and preparing the devised
scenes
10.2
Give a sound description of the
rationale behind the selection of the
‘character ’ and ‘situation’ to act as
a stimulus in the development of the
scene
10.2
Give a detailed description of the rationale
behind the selection of the ‘character’
and ‘situation’ to act as a stimulus in the
development of the scene
10.3
Give a description of the staging of
both scenes and outline the rationale
behind it
10.3
Give a detailed description of the staging
of both scenes and outline the rationale
behind it
10.4
Give a description of how the use of
music or sound effects support the
development of the second scene
10.4
Give a detailed description of how the use
of music and sound effects support the
development of the second scene
Level 3: Grade 6
Learning outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
1.
Devise and inhabit a character and
situation
The learner can:
1.1
Create and present a scene which indicates
a sense of place and situation
1.2
Respond with some emotion to the
characters presented in the devised scenes
1.3
Demonstrate an illusion of some
spontaneity, creating moments of
believability
2.
Communicate character objectives
2.1
Communicate some understanding of the
intentions and objectives of the characters
portrayed in the devised scenes
3.
Sustain imaginative engagement
3.1
Establish a focus on some moments of the
drama presented in the devised scenes
3.2
Establish some involvement with each
character portrayed
3.3
Establish some involvement with the
situations in which the characters portrayed
find themselves
3.4
Establish some involvement in the world of
the dramas presented
4.1
Create and plan scenes with some changes
in the mood and thought of both the overall
scene and the characters within it
4.
Structure scenes to reveal a
progression of mood and/or thought
Technique
The learners will be able to:
5.
6.
Demonstrate practical ability in physical
and vocal characterisation
Demonstrate practical ability in physical
and vocal flexibility
The learner can:
5.1
Reveal a basic physical response to the
demands of the characters presented in the
devised scenes
5.2
Reveal a basic vocal response to the
demands of the characters presented in the
devised scenes
6.1
Respond physically to some of the different
demands of contrasting characterisations
6.2
Respond vocally to some of the different
demands of contrasting characterisations
7.
Demonstrate practical ability in physical
and vocal freedom
7.1
Project the performances by using
adequate breath support and vocal freedom
some of the time
8.
Demonstrate articulative flexibility
8.1
Speak with some clarity of diction in the
presentation of the devised performances
103
Knowledge
The learner will be able to:
9.
10.
11.
104
Describe the devising process
Describe characterisation
Describe the use of music and sound
effects to build atmosphere in a scene
The learner can:
9.1
Give a brief outline of the steps taken
in selecting and developing a scene for
performance
9.2
Give a brief outline of the steps taken in
creating a character
9.3
Give a brief outline of the steps taken to
develop the specific characters observed
in the devised scenes and state their
effectiveness
10.1
Give a brief physical description of each
character performed and their specific roles
in the devised scenes presented
10.2
State briefly the objectives of each
character in the devised scenes presented
10.3
State any changes of mood and
reactions to characters and events in the
characterisations presented
11.1
Give a brief analysis of how the use of
music and sound effects can help create
atmosphere in a devised drama
Level 3: Grade 6
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
The learner can:
1.1
Create and present a scene which
shows a sense of place and situation
1.1
Create and present a detailed scene which
communicates a total awareness of place
and situation
1.2
Respond emotionally to the characters
presented in the devised scenes
1.2
Present a complete emotional awareness
and sustained response to the characters in
the devised scenes
1.3
Demonstrate an illusion of spontaneity
which makes the scenes believable
1.3
Present a complete illusion of total
spontaneity – as if the scenes are
3-dimensional performances
2.1
Communicate a sound understanding
of the intentions and objectives of the
characters portrayed in the devised
scenes
2.1
Consistently communicate a complete
understanding of the intentions and
objectives of the characters portrayed in the
devised scenes
3.1
Establish and develop a focus
throughout much of the drama
presented in the devised scenes
3.1
Establish and maintain a focus on each
moment of the drama presented in the
devised scenes
3.2
Establish and develop an involvement
with each character portrayed
3.2
Establish and sustain a complete
involvement with each character portrayed
3.3
Establish and develop an involvement
with the situations in which each
character finds themselves
3.3
Establish and sustain a complete
involvement with the situations in which
each character finds themselves
3.4
Establish and develop an involvement
in the world of the dramas presented
3.4
Establish and sustain a complete
involvement in the world of the dramas
presented
4.1
Create and plan scenes with
appropriate changes in the mood and
thought of both the overall scene and
the characters within it
4.1
Create and plan scenes with a well
structured progression of appropriate
changes in the mood and thought of both
the overall scene and the characters within
it
105
Technique
The learner can:
The learner can:
5.1
Reveal an adequate physical
response to the demands of the
characters presented in all the
devised scenes
5.1
Reveal a complete physical response to the
demands of the characters presented in all
the devised scenes
5.2
Reveal an adequate vocal response
to the demands of the characters
presented in all the devised scenes
5.2
Reveal a complete vocal response to the
demands of the characters presented in all
the devised scenes
6.1
Respond physically to most of the
different demands of contrasting
characterisations
6.1
Respond physically to all of the different
demands of contrasting characterisations
6.2
Respond vocally to most of the
different demands of contrasting
characterisations
6.2
Respond vocally to all of the different
demands of contrasting characterisations
7.1
Project the performances by using
adequate breath support and vocal
freedom most of the time
7.1
Project the performances by sustaining
effective breath support and vocal freedom
all the time
8.1
Speak with clarity of diction
throughout most of the devised
performances
8.1
Speak with clarity of diction throughout all
the devised performances
Knowledge
The learner can:
106
The learner can:
9.1
Give a description of the steps taken
in selecting a situation and developing
a scene for performance
9.1
Give a detailed description of the
steps taken in selecting a situation and
developing a scene for performance
9.2
Give a description of the steps taken
in creating a character
9.2
Give a detailed description of the steps
taken in creating a character
9.3
Give a description of the steps taken
to develop the specific characters
observed in the devised scenes and
analyse their effectiveness
9.3
Give a detailed description of the steps
taken to develop the specific characters
observed in the devised scenes and give a
detailed analysis of their effectiveness
10.1
Give a sound physical description of
each character performed and their
specific roles in the devised scenes
presented
10.1
Give a detailed physical description of each
character performed and their specific roles
in the devised scenes presented
10.2
Outline the objectives of each
character in the devised scenes
presented
10.2
Give a detailed analysis of the objectives
of each character in the devised scenes
presented
10.3
Outline any changes of mood and
reactions to characters and events in
the characterisations presented
10.3
Give a detailed analysis of any changes
of mood and reactions to characters and
events in the characterisations presented
11.1
Analyse how the use of music
and sound effects can help create
atmosphere in a devised drama
11.1
Give a detailed analysis of how the use of
music and sound effects can help create
atmosphere in a devised drama
Level 3: Grade 7
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
1.
Devise and inhabit a character and
situation
The learner can:
1.1
Create and present a scene which indicates
some sense of place and situation
1.2
Respond with some emotion to the
characters presented in the devised scenes
1.3
Demonstrate an illusion of some
spontaneity, creating moments of
believability
2.
Communicate character objectives
2.1
Communicate some understanding of the
intentions and objectives of the characters
portrayed in the devised scenes
3.
Sustain imaginative engagement
3.1
Establish a focus on some moments of the
drama presented in the devised scenes
3.2
Establish some involvement with each
character portrayed
3.3
Establish some involvement with the
situations in which the characters portrayed
find themselves
3.4
Establish some involvement in the world of
the dramas presented
4.1
Create and plan scenes with some changes
in the mood and thought of both the overall
scene and the characters within it
4.
Structure scenes to reveal a
progression of mood and /or thought
Technique
The learner will be able to:
5.
6.
Demonstrate practical ability in physical
and vocal characterisation
Demonstrate practical ability in physical
and vocal flexibility
The learner can:
5.1
Reveal a basic physical response to the
demands of the characters presented in the
devised scenes
5.2
Reveal a basic vocal response to the
demands of the characters presented in the
devised scenes
6.1
Respond physically to some of the different
demands of contrasting characterisations
6.2
Respond vocally to some of the different
demands of contrasting characterisations
7.
Demonstrate practical ability in physical
and vocal freedom
7.1
Project the performances by using
appropriate physical and vocal freedom
some of the time
8.
Demonstrate articulative flexibility
8.1
Speak with some clarity of diction in the
presentation of the devised performances
107
Knowledge
The learner can:
The learner will be able to:
9.
10.
11.
108
Describe the devising process
Describe characterisation
Describe the use of music and sound
effects to build atmosphere in a scene
9.1
Give a brief outline of the steps taken in
selecting a situation and developing a
scene for performance
9.2
Give a brief outline of steps taken in
creating a character
9.3
Give a brief outline of the steps taken to
develop the specific characters observed
in the devised scenes and state their
effectiveness
10.1
Give a brief physical description of each
character performed and their specific roles
in the devised scenes presented
10.2
State briefly the objectives of each
character in the devised scenes presented
10.3
State any changes of mood and
reactions to characters and events in the
characterisations presented
10.4
Give a brief description of how tension
between devised characters can build an
effective climax in a scene
11.1
Give a brief analysis of how the use of
music and sound effects can help create
atmosphere in a devised drama
Level 3: Grade 7
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
The learner can:
1.1
Create and present a scene which
shows a sense of place and situation
1.1
Create and present a detailed scene which
communicates a total awareness of place
and situation
1.2
Respond emotionally to the characters
presented in the devised scenes
1.2
Present a complete emotional awareness
and sustained response to the characters in
the devised scenes
1.3
Demonstrate an illusion of spontaneity
which makes the scenes believable
1.3
Present a complete illusion of total
spontaneity – as if the scenes are
3-dimensional performances
2.1
Communicate a sound understanding
of the intentions and objectives of the
characters portrayed in the devised
scenes
2.1
Consistently communicate a complete
understanding of the intentions and
objectives of the characters portrayed in the
devised scenes
3.1
Establish and develop a focus
throughout much of the drama
presented in the devised scenes
3.1
Establish and maintain a focus on each
moment of the drama presented in the
devised scenes
3.2
Establish and develop an involvement
with each character portrayed
3.2
Establish and sustain a complete
involvement with each character portrayed
3.3
Establish and develop an involvement
with the situations in which each
character finds themselves
3.3
Establish and sustain a complete
involvement with the situations in which
each character finds themselves
3.4
Establish and develop an involvement
in the world of the dramas presented
3.4
Establish and sustain a complete
involvement in the world of the dramas
presented
4.1
Create and plan scenes with
appropriate changes in the mood and
thought of both the overall scene and
the characters within it
4.1
Create and plan scenes with a well
structured progression in the mood and
thought of both the overall scene and the
characters within it
109
Technique
The learner can:
The learner can:
5.1
Reveal an adequate physical
response to the demands of the
characters presented in all the
devised scenes
5.1
Reveal a complete physical response to the
demands of the characters presented in all
the devised scenes
5.2
Reveal an adequate vocal response
to the demands of the characters
presented in all the devised scenes
5.2
Reveal a complete vocal response to the
demands of the characters presented in all
the devised scenes
6.1
Respond physically to most of the
different demands of contrasting
characterisations
6.1
Respond physically to all of the different
demands of contrasting characterisations
6.2
Respond vocally to most of the
different demands of contrasting
characterisations
6.2
Respond vocally to all of the different
demands of contrasting characterisations
7.1
Project the performances by using
adequate breath support and vocal
freedom most of the time
7.1
Project the performances by sustaining
effective breath support and vocal freedom
most of the time
8.1
Speak with clarity of diction
throughout most of the devised
performances
8.1
Speak with clarity of diction throughout all
the devised performances
Knowledge
The learner can:
110
The learner can:
9.1
Give a description of the steps taken
in selecting a situation and developing
a scene for performance
9.1
Give a detailed description of the
steps taken in selecting a situation and
developing a scene for performance
9.2
Give a description of the steps taken
in creating a character
9.2
Give a detailed description of the steps
taken in creating a character
9.3
Give a description of the steps taken
to develop the specific characters
observed in the devised scenes and
analyse their effectiveness
9.3
Give a detailed description of the steps
taken to develop the specific characters
observed in the devised scenes and give a
detailed analysis of their effectiveness
10.1
Give a sound physical description of
each character performed and their
specific roles in the devised scenes
presented
10.1
Give a detailed physical description of each
character performed and their specific roles
in the devised scenes presented
10.2
Outline the objectives of each
character in the devised scenes
presented
10.2
Give a detailed analysis of the objectives
of each character in the devised scenes
presented
10.3
Outline any changes of mood and
reactions to characters and events in
the characterisations presented
10.3
Give a detailed analysis of any changes
of mood and reactions to characters and
events in the characterisations presented
10.4
Give a description of how tension
between devised characters can build
an effective climax in a scene
10.4
Give a detailed description of how tension
between devised characters can build an
effective climax in a scene
11.1
Analyse how the use of music
and sound effects can help create
atmosphere in a devised drama
11.1
Give a detailed analysis of how the use of
music and sound effects can help create
atmosphere in a devised drama
111
Level 3: Grade 8
Learning outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
1.
Devise and inhabit character and
situation
The learner can:
1.1
Create and present a scene which indicates
some sense of place and situation
1.2
Respond with some emotion to the
characters presented in the devised scenes
1.3
Demonstrate an illusion of some
spontaneity, creating moments of
believability
2.
Communicate character objectives
2.1
Communicate some understanding of the
intentions and objectives of the characters
portrayed in the devised scenes
3.
Sustain imaginative engagement
3.1
Establish a focus on some moments of the
drama presented in the devised scenes
3.2
Establish some involvement with each
character portrayed
3.3
Establish some involvement with the
situations in which the characters portrayed
find themselves
3.4
Establish some involvement in the world of
the dramas presented
4.1
Create and plan scenes with some changes
in the mood and thought of both the overall
scene and the characters within it
4.
Structure scenes to reveal a
progression of mood and/or thought
Technique
The learner will be able to:
5.
6.
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Demonstrate practical ability in physical
and vocal characterisation
Demonstrate practical ability in physical
and vocal flexibility
The learner can:
5.1
Reveal a basic physical response to the
demands of the characters presented in the
devised scenes
5.2
Reveal a basic vocal response to the
demands of the characters presented in the
devised scenes
6.1
Respond physically to some of the different
demands of contrasting characterisations
6.2
Respond vocally to some of the different
demands of contrasting characterisations
7.
Demonstrate practical ability in physical
and vocal freedom
7.1
Project the performances by using
appropriate physical and vocal freedom
some of the time
8.
Demonstrate articulative flexibility
8.1
Speak with some clarity of diction in the
presentation of the devised performances
Knowledge
The learner will be able to:
9.
10.
Describe the devising process
Describe characterisation
The learner can:
9.1
Give a brief outline of the steps taken in
selecting a situation and developing a
scene for performance
9.2
Give a brief outline of the steps taken in
creating a character
9.3
Give a brief outline of the steps taken to
develop the specific characters observed
in the devised scenes and give a brief
statement about their effectiveness
10.1
Give a brief physical description of each
character performed and their specific roles
in the scenes presented
10.2
State briefly the objectives of each
character in the devised scenes presented
10.3
State any changes of mood and
reactions to characters and events in the
characterisations presented
10.4
Give a brief description of how tension
between devised characters can build an
effective climax in a scene
11.
Describe the use of music and sound
effects to build atmosphere in a scene
11.1
Give a brief analysis of how the use of
music and sound effects can help create
atmosphere in a devised drama
12.
Describe the selection process used for
choosing material for the scenes
12.1
Give a brief account of how the myth,
legend or historical event was selected
13.
Describe the practical interpretation of
style and period
13.1
Give a simple analysis of how a sense
of style and period was conveyed in the
devising process and final performance
Level 3: Grade 8
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
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The learner can:
1.1
Create and present a scene which
shows a sense of place and situation
1.1
Create and present a detailed scene which
communicates a total awareness of place
and situation
1.2
Respond emotionally to the characters
presented in the devised scenes
1.2
Present a complete emotional awareness
and sustained response to the characters
portrayed in the devised scenes
1.3
Demonstrate an illusion of spontaneity
which makes the scenes believable
1.3
Present a complete illusion of total
spontaneity – as if the scenes are 3
dimensional performances
2.1
Communicate a sound understanding
of the intentions and objectives of the
characters portrayed in the devised
scenes
2.1
Consistently communicate a complete
understanding of the intentions and
objectives of the characters portrayed in the
devised scenes
3.1
Establish and develop a focus
throughout much of the drama
presented in the devised scenes
3.1
Establish and maintain a focus on each
moment of the drama presented in the
devised scenes
3.2
Establish and develop an involvement
with each character portrayed
3.2
Establish and sustain a complete
involvement with each character portrayed
3.3
Establish and develop an involvement
with the situations in which each
character finds themselves
3.3
Establish and sustain a complete
involvement with the situations in which
each character finds themselves
3.4
Establish and develop an involvement
in the world of the dramas presented
3.4
Establish and sustain a complete
involvement in the world of the dramas
presented
4.1
Create and plan scenes with
appropriate changes in the mood and
thought of both the overall scene and
the characters within it
4.1
Create and plan scenes with a well
structured progression of appropriate
changes in the mood and thought of both
the overall scene and the characters within
it
Technique
The learner can:
The learner can:
5.1
Reveal an adequate physical
response to the demands of the
characters presented in all the
devised scenes
5.1
Reveal a complete physical response to the
demands of the characters presented in all
the devised scenes
5.2
Reveal an adequate vocal response
to the demands of the characters
presented in all the devised scenes
5.2
Reveal a complete vocal response to the
demands of the characters presented in all
the devised scenes
6.1
Respond physically to most of the
different demands of contrasting
characterisations
6.1
Respond physically to all of the different
demands of contrasting characterisations
6.2
Respond vocally to most of the
different demands of contrasting
characterisations
6.2
Respond vocally to all of the different
demands of contrasting characterisations
7.1
Project the performances by using
adequate breath support and vocal
freedom most of the time
7.1
Project the performances by sustaining
effective breath support and vocal freedom
most of the time
8.1
Speak with clarity of diction
throughout most of the devised
performances
8.1
Speak with clarity of diction throughout all
the devised performances
Knowledge
The learner can:
The learner can:
9.1
Give a description of the steps taken
in selecting a situation and developing
a scene for performance
9.1
Give a detailed description of the
steps taken in selecting a situation and
developing a scene for performance
9.2
Give a description of the steps taken
in creating a character
9.2
Give a detailed description of the steps
taken in creating a character
9.3
Give a description of the steps taken
to develop the specific characters
observed in the devised scenes and
analyse their effectiveness
9.3
Give a detailed description of the steps
taken to develop the specific characters
observed in the devised scenes and give a
detailed analysis of their effectiveness
10.1
Give a sound physical description of
each character performed and their
specific roles in the devised scenes
presented
10.1
Give a detailed physical description of each
character performed and their specific roles
in the devised scenes presented
10.2
Outline the objectives of each
character in the devised scenes
presented
10.2
Give a detailed analysis of the objectives
of each character in the devised scenes
presented
10.3
Outline any changes of mood and
reactions to characters and events in
the characterisations presented
10.3
Give a detailed analysis of any changes
of mood and reactions to characters and
events in the characterisations presented
10.4
Give a description of how tension
between devised characters can build
an effective climax in a scene
10.4
Give a detailed description of how tension
between devised characters can build an
effective climax in a scene
115
116
11.1
Analyse how the use of music
and sound effects can help create
atmosphere in a devised drama
11.1
Give a detailed analysis of how the use of
music and sound effects can help create
atmosphere in a devised drama
12.1
Give an account of how the myth,
legend or historical event was
selected
12.1
Give a detailed account of how the myth,
legend or historical event was selected
13.1
Analyse how a sense of style and
period was conveyed in the devising
process and final performance
13.1
Analyse in detail how a sense of style
and period was conveyed in the devising
process and final performance
Graded Examinations In Performance:
Miming (Solo/Duologue)
From 1 September 2009
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Graded Examinations in Performance: Miming (Solo or Duologue)
Purpose of the Qualification
LAMDA examinations in Miming are designed to develop the skills necessary to create a performance
using non-verbal techniques.
These examinations also provide learners with the opportunity to develop skills which support the
delivery of dramatic text. For this reason, these examinations complement Graded Examinations in
Performance: Acting (Solo, Duologue and Combined).
Learners who prepare themselves appropriately will develop:
1 Interpretative skills
2 Technical skills
3 Knowledge of the performance process.
Broad Objectives of the Qualification
1 Interpretative skills
Learners will be required:
•
•
to communicate an activity, situation and/or character non-verbally
to suspend disbelief by focusing on the immediacy of an activity, situation and/or character in
order to create a credible sense of reality.
2 Technical skills
Learners will be required:
•
to build physical awareness, control, precision, flexibility and co-ordination in order to clarify an
activity, situation and/or character non-verbally.
3 Knowledge of the performance process
Learners will be required:
•
to understand how to create, shape and structure mimes and mime scenes.
Structure
The qualification is available at four levels, in line with the Qualifications and Credit Framework.
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Entry Level
Entry 3
Level 1
Grades 1, 2, 3
Level 2
Grades 4, 5
Level 3
Grades 6, 7, 8
Graded Examinations in Performance: Miming are offered in the following formats:
•
•
Solo (one learner) – where the learner performs alone
Duologue (two learners) – where the learners perform mimes individually but mime scenes
together.
Learning outcomes and assessment criteria are set at each level, often covering a range of grades
(e.g. Level 1 covers Grades 1, 2 and 3). However, there is still a qualitative difference in outcome
between individual grades within each level. This is because:
•
•
the set requirements and/or topics for mimes increase in technical difficulty as the grades
progress
the knowledge required for the set discussion increases in technical difficulty as the grades
progress.
General Notes and Regulations
1 Both learners in a Duologue examination must be entered at the same grade level.
2 Learners may not enter for both Solo and Duologue examinations at the same grade level in the
one examination session.
3 Learners may not enter for both Solo and Duologue examinations at different grade levels in the
one examination session.
4 Duologue partners may not interchange with other learners. Substitution will only be allowed
under exceptional circumstances.
5 A mime scene has a context and a line of development from beginning to end. A mime
concentrates on the action/reaction only.
6 Mimes and mime scenes may be presented in the order of the learner’s choice.
7 Learners may use recorded music and/or sound effects but must provide and operate their own
sound equipment.
8 Clothing and footwear must be suitable for the work. Hairstyles must not obscure the face. Nudity
is not permitted.
9 Words must not be mouthed by learners.
10 The examiner reserves the right to halt mimes and mime scenes that exceed the stipulated time
allowance.
11 Duologue learners will be assessed through open questioning with both learners in the Knowledge
section of each examination.
_________________________________________________________
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Entry Level
Learning Outcomes
Interpretation
The learner will able to:
1 Create a mime scene which includes a sequence of activities
2 Engage with each activity.
Technique
The learner will be able to:
3 Clarify each activity
4 Reveal an awareness of the performance space.
Knowledge
5 The learner will be able to describe the activities that they have created.
Amplification of the Learning Outcomes
A mime scene - revealing a context and a line of development from beginning to end
A sequence of activities – creating a series of individual activities linked together by place and/or
situation
Engage – involvement with each activity
Clarify – making movements sufficiently clear so that the activities can be understood by the examiner
Performance space – the area in which the learner performs
Level Descriptor
Learners will be able to create a scene that uses a sequence of activities. Movement will be
sufficiently clear and confident, and communicated with a sense of enthusiasm and enjoyment. Use
of the performance space will be appropriate to the activity presented.
Total time allowance
Solo – 10 minutes
Duologue – 15 minutes
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Examination Content
Entry
1 Interpretation and Technique
The learner(s) will present a prepared mime scene, which includes a sequence of activities, set at
one of the following:
•
•
•
sports day
the zoo
the carnival.
The title must be announced prior to the performance.
Duologue learners must present the mime scene together.
Solo and Duologue scenes must be a minimum of two minutes but not exceed three minutes in
performance time.
2 Knowledge
The learner(s) will describe the activities they have created and will answer questions on the
following:
•
•
the reason(s) for choosing the title
the sequence of activities within the mime scene.
Marking Scheme
Interpretation
40
Technique
40
Knowledge
20
Total
100
Pass 50 Merit 65 Distinction 80
____________________________________________________________________
Level 1
Learning Outcomes
Interpretation
The learner will be able to:
1 Create a mime which focuses on the hands or feet and face
2 Create a mime scene that reveals a place and situation
3 Engage with the place and situation.
Technique
The learner will be able to:
4 Use precise hand, foot and/or face movements
5 Use the performance space appropriately.
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Knowledge
1 The learner will be able to describe the details of each activity.
Amplification of the Learning Outcomes
A mime – revealing an action/reaction
A mime scene – revealing a context and a line of development from beginning to end
Revealing a place and situation – revealing the physical aspects of where the scene takes place
Engage – involvement with the place and situation
Precise – clear and accurate
Performance space – the area in which the learner performs
Level Descriptor
Learners will be able to apply their knowledge, understanding and skills to produce a thoughtful
performance, based on creative engagement and careful preparation. Movement of the hands, feet
and face will be precise. Mime scenes will possess a clear and organised dramatic structure. Apt use
of the space will complement the performance.
Total time allowance for each grade
Solo – 10 minutes
Duologue – 15 minutes
Examination Content
Grade 1
1 Interpretation and Technique
The learner(s) will present a prepared mime focusing on the specific use of the hands and
appropriate facial reaction using one of the following titles:
•
•
•
opening a parcel
using a computer
eating fruit.
The title must be announced prior to the performance.
Mimes must be a minimum of 30 seconds but not exceed one minute.
Duologue learners must present their mimes individually.
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2 Interpretation and Technique
The learner(s) must present a prepared mime scene using one of the following titles:
•
•
•
at the shopping mall
on the beach
in the art lesson.
The title must be announced prior to the performance.
Duologue learners must present the mime scene together.
Solo and Duologue scenes must be a minimum of two minutes but not exceed three minutes in
performance time.
3 Knowledge
The learner(s) will answer questions on the following:
•
•
the reason(s) for choosing the titles
how the chosen object felt to the touch in the prepared mime.
Grade 2
1 Interpretation and Technique
The learner(s) will present a prepared mime focusing on the specific use of the feet and
appropriate facial reaction using one of the following titles:
•
•
•
walking on pebbles
walking through deep mud
walking in new shoes.
The title must be announced prior to the performance.
Mimes must be a minimum of 30 seconds but not exceed one minute.
Duologue learners must present their mimes individually.
2 Interpretation and Technique
The learner(s) will present a prepared mime scene using one of the following titles:
•
•
•
in a cafe
in a crowded train
in a museum.
The title must be announced prior to the performance.
Duologue learners must present the mime scene together.
Solo and Duologue scenes must be a minimum of two minutes but not exceed three minutes in
performance time.
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3 Knowledge
The learner(s) will answer questions on the following:
•
•
•
the reason(s) for choosing the titles
the sensation of movement on your chosen mime surface
the use of the performance space.
The examiner may ask other related questions in order to gain further clarification.
Grade 3
1 Interpretation and Technique
The learner(s) will present a prepared mime focusing on the use of the hands, feet and face using
one of the following titles:
•
•
•
moving a heavy object
trying on clothes
working out at the gym.
The title must be announced prior to the performance.
Mimes must be a minimum of 30 seconds but not exceed one minute.
Duologue learners must present their mimes individually.
2 Interpretation and Technique
The learner(s) will present a prepared mime scene using one of the following titles:
•
•
•
the concert
the examination
an experiment.
The title must be announced prior to the performance.
Duologue learners must present the mime scene together.
Solo and Duologue scenes must be a minimum of two minutes but not exceed three minutes in
performance time.
1 Knowledge
The learner(s) will answer questions on the following:
•
•
•
the reason(s) for choosing the titles
your feelings when you carried out your chosen mime activity
the physical aspects of the prepared mime scene locations.
Marking Scheme
Interpretation
40
Technique
40
Knowledge
20
Total
100
Pass 50 Merit 65 Distinction 80
___________________________________________________________________
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Level 2
Learning Outcomes
Interpretation
The learners will be able to:
1 Create a believable character
2 Create a relationship with other characters, real or imaginary, when and where appropriate
3 Engage with the imaginary.
Technique
The learner will be able to:
4 Build character through the whole body
5 Co-ordinate movement through the whole body
6 Use the performance space, appropriate to character and situation.
Knowledge
The learner will be able to describe:
7 Character
8 Situation.
Amplification of the Learning Outcomes
Engaging with the imaginary – involvement with the character, situation and world of the mime scene;
focusing on each moment
Relationships with other characters – revealing how the character thinks and feels about other people
in the mime scene, whether real or imaginary: reacting to other character’s actions
Co-ordinating movement – harmonising movement smoothly and efficiently between different parts of
the body
Performance space – the area in which the learner performs
Level Descriptor
Learners will be able to demonstrate a sound understanding of how to create a character through
mime. Effective preparation will be evident in presentation, leading to a secure performance with a
sense of spontaneity. The performance will be imaginative with consistent application of developing
technical skills. Movement will be clear and co-ordinated to communicate the activity/scene and
engage the audience.
Total time allowance for each grade
Solo – 15 minutes
Duologue – 20 minutes
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Examination Content
Grade 4
1 Interpretation and Technique
The learner(s) will present a prepared mime, depicting a character involved in a specific
occupation. The title of the mime must be announced prior to the performance. Mimes must be a
minimum of one minute but not exceed two minutes. Duologue learners will present their mimes
individually.
2 Interpretation and Technique
The learner(s) will present a prepared mime scene, depicting an episode and character from
a story, book, film or play. The title of the scene must be announced prior to the performance.
Duologue learners will present the scene together. Solo and Duologue scenes must be a
minimum of three minutes but not exceed four minutes in performance time.
3 Knowledge
The learner(s) will describe the following:
•
•
•
the appearance of the characters
the feelings of the character in the mime
any mood changes through the mime scene.
Grade 5
1 Interpretation and Technique
The learner(s) will present a prepared mime, depicting an animal, bird or reptile. The title of the
mime must be announced prior to the performance. Mimes must be a minimum of one minute but
not exceed two minutes. Duologue learners must present their mimes individually.
2 Interpretation and Technique
The learner(s) will present a prepared mime scene, depicting a character of their own choice,
who interacts with an imagined character. The title of the scene must be announced prior to the
performance. Duologue learners must present the scene together, each learner creating their own
imagined person. Solo and Duologue scenes must be a minimum of three minutes but not exceed
four minutes in performance time.
3 Knowledge
The learner(s) will describe the following:
•
•
•
•
the qualities of the animal, bird or reptile being mimed
how physical characteristics affected their movement
the behaviour of the imagined character in the mime scene
the reaction of the mime character to this behaviour.
Marking Scheme
Interpretation
40
Technique
40
Knowledge
20
Total
100
Pass 50 Merit 65 Distinction 80
___________________________________________________________________
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Level 3
Learning Outcomes
Interpretation
The learner will be able to:
1 Create and inhabit a character and situation
2 Play character objectives
3 Sustain imaginative engagement
4 Structure scenes to reveal a progression of mood and/or thought.
Technique
The learner will be able to demonstrate physical:
5
6
7
8
Control
Precision
Flexibility
Co-ordination.
Knowledge
9 The learner will be able to describe the performance demands.
Amplification of the Learning Outcomes
Creating and inhabiting character – transforming into another person: creating the illusion of
spontaneity as if the character’s thoughts and emotions are being expressed for the very first time
Playing objectives – clarifying what the character wants, desires or needs e.g. the character needs
to secure a financial loan from a friend: playing different tactics to achieve this ‘want’ e.g. to plead, to
coax, to wheedle, to threaten, to blackmail, to entice
Sustaining imaginative engagement – maintaining involvement with the character, situation and/or
world of the scene: maintaining focus on each moment of the scene
Progression of mood and thought – revealing changes in the way the character thinks and/or feels
throughout the scene
Control – regulating movement in order to communicate the activity or scene more effectively
Precision – using clear and accurate movements
Flexibility – transforming physically according to the character, situation, style and/or period of the
created scene
Co-ordinating movement – harmonising movement smoothly and efficiently between different parts of
the body
Level Descriptor
Learners will be able to integrate their knowledge and skills consciously. There will be a sense of
ownership and self-awareness resulting in a sensitive performance. Presentation will be grounded in
thorough and relevant preparation and planning. Learners will sustain imaginative engagement and
combine physical control, precision and flexibility in order to engage the audience wholeheartedly.
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Total time allowance for each grade
Grades 6 and 7
Solo – 20 minutes
Duologue – 25 minutes
Grade 8
Solo – 25 minutes
Duologue – 30 minutes
Examination Content
Grade 6
1 Interpretation and Technique
The learner(s) will present a prepared mime scene, depicting a dream sequence which
incorporates the use of slow motion for at least 30 seconds. The title of the scene must be
announced prior to the performance. Duologue learners must present the scene together. Solo
and Duologue scenes must be a minimum of three minutes but not exceed four minutes in
performance time.
2 Interpretation and Technique
The learner(s) will present a prepared mime scene, depicting a character of their own choice, who
comes into conflict with an imagined character. The title of the scene must be announced prior to
the performance. Duologue learners must present the scene together, each learner creating their
own imagined person. Solo and Duologue scenes must be a minimum of three minutes but not
exceed four minutes in performance time.
3 Knowledge
The learner(s) will describe the prepared scenes. The learner(s) will answer questions on the
following:
•
•
•
•
•
the demands and difficulties of moving in slow motion
the reason(s) for using slow motion at a particular point
how the imagined character behaved in the mime scene
the response of the mimed character to this behaviour
how the conflict was created and developed.
Grade 7
1 Interpretation and Technique
The learner(s) will present a prepared mime scene, using a cultural or historical context. The title
of the scene must be announced prior to the performance. Duologue learners must present the
scene together. Solo and Duologue scenes must be a minimum of three minutes but not exceed
four minutes in performance time.
2 Interpretation and Technique
The learner(s) will present a prepared mime scene, inspired by one of the following words:
•
•
•
•
•
•
128
green
fog
fear
power
harmony
aroma.
The title of the scene must be announced prior to the performance. Duologue learners must
present the scene together. Solo and Duologue scenes must be a minimum of three minutes but
not exceed four minutes in performance time.
3 Knowledge
The learner(s) will describe the prepared scenes. The learner(s) will answer questions on the
following:
•
•
•
•
•
how the chosen context affected how the character moved
the emotional mood of the scene
the feelings the emotional mood evoked in the mimed character
the key stages in developing the scene from the chosen word stimulus
the interpretation of the chosen word stimulus.
Grade 8
1 Interpretation and Technique
The learner(s) will present a prepared mime scene of their own choice, using a full face mask. The
title of the scene must be announced prior to the performance. Duologue learners must present
the scene together. Solo and Duologue scenes must be a minimum of three minutes but not
exceed four minutes in performance time.
2 Interpretation and Technique
The learner(s) will present a prepared mime scene, exploring a humorous situation. The humour
must arise from the situation itself, not just the character’s reaction to the situation. The title of the
scene must be announced prior to the performance. Duologue learners must present the scene
together. Solo and Duologue scenes must be a minimum of three minutes but not exceed four
minutes in performance time.
3 Interpretation and Technique
The learner(s) will present a prepared mime scene, using a picture, poem or piece of music of the
learner’s own choice as the stimulus. The learner(s) must bring the stimulus with them into the
examination room. Technical equipment must be provided and operated by the learner(s). The
title of the scene must be announced prior to the performance. Duologue learners must present
the scene together. Solo and Duologue scenes must be a minimum of three minutes but not
exceed four minutes in performance time.
4 Knowledge
The learner(s) will describe the prepared scenes. The learner(s) will answer questions on the
following:
•
•
•
•
the process for balancing technique with emotional truth in mime
how to relate this through analysis to the mimes presented
the miming techniques required when performing in a full face mask
analysis of feelings when wearing a full face mask.
Marking Scheme
Interpretation
40
Technique
40
Knowledge
20
Total
100
Pass 50 Merit 65 Distinction 80
_________________________________________________________
129
Entry Level
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
The learner can:
1.
Create a mime scene which includes a
sequence of activities
1.1
Devise, plan and perform a simple mime
scene which has some sequence of
activities
2.
Engage with each activity
2.1
Demonstrate the ability to concentrate and
show involvement with some of the mime
scene
Technique
The learner will be able to:
The learner can:
3.
Clarify each activity
3.1
Communicate the sense of the mime scene
with clarity
4.
Reveal an awareness of the
performance space
4.1
Communicate the activities in the mime
scene, with some appropriate use of the
performance space
Knowledge
The learner will be able to:
5.
130
Describe the activities created
The learner can:
5.1
Indicate reasons for choosing the title of the
mime scene
5.2
Give a brief description of the sequence of
activities in the mime scene
Entry Level
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
The learner can:
1.1
Devise, plan and perform a mime
scene which develops a sequence of
activities
1.1
Devise, plan and perform a comprehensive
mime scene which clearly develops a
sequence of activities
2.1
Demonstrate the ability to concentrate
and show involvement throughout most
of the mime scene
2.1
Sustain concentration and total involvement
throughout the mime scene
Technique
The learner can:
The learner can:
3.1
Communicate most of the activities in
the mime scene with clarity
3.1
Sustain clarity of movement throughout all
the activities in the mime scene
4.1
Communicate the sense of the mime
scene through appropriate use of the
performance space
4.1
Communicate the sense of the mime scene
through confident and creative use of the
performance space
Knowledge
5.1
Give sound reasons for choosing the
title of the mime scene
5.1
Give detailed reasons for choosing the title
of the mime scene
5.2
Give an adequate description of the
sequence of activities in the mime
scene
5.2
Give a detailed description of the sequence
of activities in the mime scene
131
Level 1: Grade 1
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
1.
Create a mime which focuses on the
hands and face
The learner can:
1.1
Plan and mime a simple series of actions
and reactions which involves some
adequate hand movements
1.2
Plan and mime a simple series of actions
and reactions which involves some
adequate facial expression
2.
Create a mime scene that reveals a
place and situation
2.1
Plan and mime a simple scene which
indicates a place and a situation
3.
Engage with the place and situation
3.1
Demonstrate the ability to concentrate and
focus on the performance some of the time
3.2
Demonstrate the ability to show some
involvement with the place and situation
that has been created
Technique
The learner will be able to:
4.
5.
Use precise hand or foot movements
and facial expression
Use the performance space
appropriately
The learner can:
4.1
Communicate with some clear and accurate
hand movements
4.2
Communicate with some expressive facial
reaction
5.1
Communicate the meaning of both the
mime and the mime scene with some
appropriate use of the performance space
Knowledge
The learner will be able to:
6.
132
Describe the details of each activity
The learner can:
6.1
Indicate some reasons for choosing the title
of the mime scene
6.2
Indicate some reasons for choosing the title
of the mime
6.3
Give a brief description of the sequence of
activities in the mime scene
6.4
Give a brief description of how the chosen
object felt to the touch, in the prepared
mime
Level 1: Grade 1
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
The learner can:
1.1
Plan and mime a series of actions and
reactions which focuses most of the
time on appropriate hand movements
1.1
Plan and mime a detailed series of actions
and reactions which focuses on and defines
precise hand movements
1.2
Plan and mime a series of actions and
reactions which involves appropriate
facial expression most of the time
1.2
Plan and mime a series of actions with
sustained expressive facial reaction
2.1
Plan and mime a scene which reveals a
place and a situation
2.1
Plan and mime a detailed scene which
reveals and develops a place and a situation
3.1
Demonstrate the ability to concentrate
and focus on the performance most of
the time
3.1
Sustain concentration and focus throughout
the duration of the performance
3.2
Demonstrate the ability to show
involvement with the place and
situation that has been created, for
most of the time
3.2
Sustain total involvement with the place and
situation that has been created
Technique
The learner can:
The learner can:
4.1
Communicate with mostly clear and
accurate hand movements
4.1
Sustain clear and accurate hand movements
throughout both the mime and the mime
scene
4.2
Communicate with expressive facial
reaction most of the time
4.2
Sustain expressive facial reaction throughout
both the mime and the mime scene
5.1
Communicate the meaning of both
the mime and the mime scene with
appropriate use of the performance
space most of the time
5.1
Communicate the meaning of both the mime
and the mime scene with confident and
informed use of the performance space all
the time
Knowledge
The learner can:
The learner can:
6.1
Give sound reasons for choosing the
title of the mime scene
6.1
Give detailed reasons for choosing the title of
the mime scene
6.2
Give sound reasons for choosing the
title of the mime
6.2
Give detailed reasons for choosing the title of
the mime
6.3
Give a sound description of the
sequence of activities in the mime
scene
6.3
Give a detailed description of the sequence of
activities in the mime scene
6.4
Give a sound description of how the
chosen object felt to the touch, in the
prepared mime
6.4
Give a detailed description of how the chosen
object felt to the touch, in the prepared mime
133
Level 1: Grade 2
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
1.
Create a mime which focuses on the
feet and face
The learner can:
1.1
Plan and mime a simple series of actions
and reactions which involves some
adequate foot movements
1.2
Plan and mime a simple series of actions
and reactions which involve some adequate
facial expression
2.
Create a mime scene that reveals a
place and situation
2.1
Plan and mime a simple scene which
indicates a place and a situation
3.
Engage with the place and situation
3.1
Demonstrate the ability to concentrate and
focus on the performance some of the time
3.2
Demonstrate the ability to show some
involvement with the place and situation
that has been created
Technique
The learner will be able to:
4.
5.
Use precise foot movements and facial
expression
Use the performance space
appropriately
The learner can:
4.1
Communicate with some clear and accurate
foot movements
4.2
Communicate with some expressive facial
reaction
5.1
Communicate the meaning of both the
mime and the mime scene with some
appropriate use of the performance space
Knowledge
The learner will be able to:
6.
134
Describe the details of each activity
The learner can:
6.1
Indicate some reasons for choosing the title
of the mime scene
6.2
Indicate some reasons for choosing the title
of the mime
6.3
Give a brief description of the sequence of
activities in the mime scene
6.4
Give a brief description of the sensation of
moving on the chosen mime surface
Level 1: Grade 2
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
The learner can:
1.1
Plan and mime a series of actions and
reactions which focuses most of the
time on appropriate foot movements
1.1
Plan and mime a detailed series of actions
and reactions which focuses on and defines
precise foot movements
1.2
Plan and mime a series of actions and
reactions which involves appropriate
facial expression most of the time
1.2
Plan and mime a series of actions with
sustained expressive facial reaction
2.1
Plan and mime a scene which reveals a
place and a situation
2.1
Plan and mime a detailed scene which
reveals and develops a place and a
situation
3.1
Demonstrate the ability to concentrate
and focus on the performance most of
the time
3.1
Sustain concentration and focus throughout
the duration of the performance
3.2
Demonstrate the ability to show
involvement with the place and
situation that has been created, for
most of the time
3.2
Sustain total involvement with the place and
situation that has been created
Technique
The learner can:
The learner can:
4.1
Communicate with mostly clear and
accurate foot movements
4.1
Sustain clear and accurate foot movements
throughout both the mime and the mime
scene
4.2
Communicate with expressive facial
reaction most of the time
4.2
Sustain expressive facial reaction
throughout both the mime and the mime
scene
5.1
Communicate the meaning of both
the mime and the mime scene with
appropriate use of the performance
space most of the time
5.1
Communicate the meaning of both the
mime and the mime scene with confident
and informed use of the performance space
all the time
Knowledge
The learner can:
The learner can:
6.1
Give sound reasons for choosing the
title of the mime scene
6.1
Give detailed reasons for choosing the title
of the mime scene
6.2
Give sound reasons for choosing the
title of the mime
6.2
Give detailed reasons for choosing the title
of the mime
6.3
Give a sound description of the
sequence of activities in the mime
scene
6.3
Give a detailed description of the sequence
of activities in the mime scene
6.4
Give a sound description of the
sensation of moving on the chosen
mime surface
6.4
Give a detailed description of the sensation
of moving on the chosen mime surface
135
Level 1: Grade 3
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
1.
Create a mime which focuses on the
hands and feet and face
The learner can:
1.1
Plan and mime a simple series of actions
and reactions which involves some
adequate movements of hands and feet
1.2
Plan and mime a simple series of actions
and reactions which involve some adequate
facial expression
2.
Create a mime scene that reveals a
place and situation
2.1
Plan and mime a simple scene which
indicates a place and a situation
3.
Engage with the place and situation
3.1
Demonstrate the ability to concentrate and
focus on the performance some of the time
3.2
Demonstrate the ability to show some
involvement with place and situation that
has been created
Technique
The learner will be able to:
4.
5.
Use precise hand or foot movements
and facial expression
Use the performance space
appropriately
The learner can:
4.1
Communicate with some clear and accurate
movements of hands and feet
4.2
Communicate with some expressive facial
reaction
5.1
Communicate the meaning of both the
mime and the mime scene with some
appropriate use of the performance space
Knowledge
The learner will be able to:
6.
136
Describe the details of each activity
The learner can:
6.1
Indicate some reasons for choosing the title
of the mime scene
6.2
Indicate some reasons for choosing the title
of the mime
6.3
Give a brief description of the sequence of
activities in the mime scene
6.4
Give a brief physical description of the
mime scene location
6.5
Give a brief statement about the feelings
experienced when carrying out the mime
activity
Level 1: Grade 3
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
The learner can:
1.1
Plan and mime a series of actions and
reactions which focuses most of the
time on appropriate movements of
hands and feet
1.1
Plan and mime a detailed series of actions
and reactions which focuses on and defines
precise movements of hands and feet
1.2
Plan and mime a series of actions and
reactions which involves appropriate
facial expression most of the time
1.2
Plan and mime a series of actions with
sustained expressive facial reaction
2.1
Plan and mime a scene which reveals a
place and a situation
2.1
Plan and mime a detailed scene which
reveals and develops a place and a
situation
3.1
Demonstrate the ability to concentrate
and focus on the performance most of
the time
3.1
Sustain concentration and focus throughout
the duration of the performance
3.2
Demonstrate the ability to show
involvement with the place and
situation that has been created, for
most of the time
3.2
Sustain total involvement with the place and
situation that has been created
Technique
The learner can:
The learner can:
4.1
Communicate with mostly clear and
accurate movements of hands and feet
4.1
Sustain clear and accurate movements of
hands and feet throughout both the mime
and the mime scene
4.2
Communicate with expressive facial
reaction most of the time
4.2
Sustain expressive facial reaction
throughout both the mime and the mime
scene
5.1
Communicate the meaning of both the
mime and the mime scene with sound
and appropriate use of the performance
space most of the time
5.1
Communicate the meaning of both the
mime and the mime scene with confident
and informed use of the performance space
all the time
137
Knowledge
The learner can:
138
The learner can:
6.1
Give sound reasons for choosing the
title of the mime scene
6.1
Give detailed reasons for choosing the title
of the mime scene
6.2
Give sound reasons for choosing the
title of the mime
6.2
Give detailed reasons for choosing the title
of the mime
6.3
Give a sound description of the
sequence of activities in the mime
scene
6.3
Give a detailed description of the sequence
of activities in the mime scene
6.4
Give a sound physical description of
the mime scene location
6.4
Give a detailed physical description of the
mime scene location
6.5
Give an outline of feelings experienced
when carrying out the mime activity
6.5
Give a detailed account of feelings
experienced when carrying out the mime
activity
Level 2: Grade 4
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
1.
2.
3.
Create a believable character
Create a relationship with other
characters, real or imaginary, when and
where appropriate
Engage with the imaginary
The learner can:
1.1
Indicate some changes in the mood and
thought of the characters in the mime and
mime scene
1.2
Communicate some sense of reality in the
interpretation of the mime and mime scene
2.1
Demonstrate a basic awareness of other
characters, real or imaginary, in the mime
and mime scene
2.2
React in an appropriate way to some of the
actions or attitudes of other characters, real
or imaginary, in the mime and mime scene
3.1
Reveal some understanding of the
imaginary situations and characters
presented in the mime and mime scene
Technique
The learner will be able to:
The learner can:
4.
Build character through the whole body
4.1
Communicate some of the personal
characteristics of the characters presented
through appropriate stance, movements,
gesture and facial expression
5.
Co-ordinate movement through the
whole body
5.1
Demonstrate movement which is
appropriately co-ordinated some of the time
and uses the whole body
6.
Use the performance space,
appropriate to character and situation
6.1
Communicate the meaning of the mimes
performed, characters within them and the
situations presented with some appropriate
use of the performance space
Knowledge
The learner will be able to:
7.
8.
Describe character
Describe situation
The learner can:
7.1
Give a brief description of the physical
characteristics of the character in the
mime and the character in the mime scene
selected from a story, film or play
7.2
Give a brief description of the feelings
presented by the character involved in a
specific occupation
8.1
Give a brief outline of the situation created
in the mime scene and any mood changes
within it
139
Level 2: Grade 4
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
The learner can:
1.1
Communicate most changes in mood
and thought of the characters in the
mime and mime scene
1.1
Convey all specific changes in mood and
thought of the characters in the mime and
mime scene
1.2
Communicate a sense of reality most
of the time in the interpretation of the
mime and mime scene
1.2
Sustain a total sense of reality throughout
the mime and mime scene
2.1
Demonstrate an awareness of other
characters, real or imaginary, in the
mime and mime scene
2.1
Sustain a complete awareness of other
characters, real or imaginary, in the mime
and mime scene
2.2
React in an appropriate way to most
of the actions or attitudes of other
characters, real or imaginary, in the
mime and mime scene
2.2
React in an appropriate way to all the
actions or attitudes of other characters, real
or imaginary, in the mime and mime scene
3.1
Reveal a sound understanding of the
imaginary situations and characters
presented in the mime and mime scene
3.1
Reveal a total understanding of the
imaginary situations and characters
presented in the mime and mime scene
Technique
The learner can:
140
The learner can:
4.1
Communicate most of the personal
characteristics of the characters
presented through appropriate
stance, movement, gesture and facial
expression
4.1
Communicate all the personal
characteristics of the characters presented
through appropriate stance, movement,
gesture and facial expression
5.1
Demonstrate movement which is
appropriately co-ordinated most of the
time and uses the whole body
5.1
Sustain movement which is totally coordinated and uses the whole body
6.1
Communicate the meaning of the
mimes performed, characters within
them and the situations presented, with
appropriate use of the performance
space most of the time
6.1
Communicate the meaning of the mimes
performed, characters within them and the
situations presented, with confident and
creative use of the performance space
Knowledge
The learner can:
The learner can:
7.1
Give a sound description of the
physical characteristics of the character
in the mime and the character in the
mime scene, selected from a story, film
or play
7.1
Give a detailed description of the physical
characteristics of the character in the mime
and the character in the mime scene,
selected from a story, film or play
7.2
Give a sound description of the feelings
presented by the character involved in
a specific occupation
7.2
Give a detailed description of the feelings
presented by the character involved in a
specific occupation
8.1
Describe the situation created in the
mime scene and any mood changes
within it
8.1
Give a detailed analysis of the situation
created in the mime scene and any mood
changes within it
141
Level 2: Grade 5
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
1.
2.
3.
Create a believable character
Create a relationship with other
characters, real or imaginary, when and
where appropriate
Engage with the imaginary
The learner can:
1.1
Indicate some appropriate changes in the
mood and thought of the characters in the
mime and mime scene
1.2
Communicate some sense of reality in the
interpretation of the mime and the mime
scene
2.1
Demonstrate a basic awareness of other
characters, real or imaginary in the mime
and mime scene
2.2
React in an appropriate way to some of the
actions or attitudes of other characters (real
or imaginary) in the mime and mime scene
3.1
Reveal some understanding of the
imaginary situations and characters
presented in the mime and the mime scene
Technique
The learner will be able to:
142
The learner can:
4.
Build character through the whole body
4.1
Communicate some of the personal
characteristics of the characters presented
through appropriate stance, movements,
gestures and facial expression
5.
Co-ordinate movement through the
whole body
5.1
Demonstrate movement which is
appropriately co-ordinated some of the time
and uses the whole body
6.
Use the performance space appropriate
to character and situation
6.1
Communicate the meaning of the mimes
performed, characters within them and the
situations presented, with some appropriate
use of the performance space
Knowledge
The learner will be able to:
7.
8.
Describe character
Describe situation
The learner can:
7.1
Give a brief description of the physical
characteristics of the animal, bird or reptile
presented in the mime
7.2
Give a brief description of the qualities and
special characteristics of the animal, bird or
reptile presented in the mime
7.3
State briefly how the physical characteristics
of the animal, bird or reptile affect the
overall movement within the mime
8.1
Give a brief outline of the situation created
in the mime scene and any mood changes
within it
8.2
Give a brief description of the behaviour of
the imagined character in the mime scene
and how this affects the situation
8.3
Give a brief description of the reaction of
the mimed character to this behaviour and
state how this affects the development of
the scene
143
Level 2: Grade 5
Assessment Criteria:
Merit
Distinction
Interpretation The learner can:
The learner can:
1.1
Communicate most changes in mood
and thought of the characters in the
mime and mime scene
1.1
Convey all specific changes in mood and
thought of the characters in the mime and
mime scene
1.2
Communicate a sense of reality most
of the time in the interpretation of the
mime and the mime scene
1.2
Sustain a total sense of reality throughout
the mime and mime scene
2.1
Demonstrate an awareness of other
characters, real or imaginary, in the
mime and mime scene
2.1
Sustain a complete awareness of other
characters, real or imaginary, in the mime
and mime scene
2.2
React in an appropriate way to most
of the actions or attitudes of other
characters, real or imaginary, in the
mime and mime scene
2.2
React in an appropriate way to all the
actions or attitudes of other characters, real
or imaginary, in the mime and mime scene
3.1
Reveal a sound understanding of the
imaginary situations and characters
presented in the mime and mime scene
3.1
Reveal a total understanding of the
imaginary situations and characters
presented in the mime and mime scene
Technique
The learner can:
144
The learner can:
4.1
Communicate most of the personal
characteristics of the characters
presented through appropriate
stance, movement, gesture and facial
expression
4.1
Communicate all the personal
characteristics of the characters presented
through appropriate stance, movement,
gesture and facial expression
5.1
Demonstrate movement which is
appropriately co-ordinated most of the
time and uses the whole body
5.1
Sustain movement which is totally coordinated and uses the whole body
6.1
Communicate the meaning of the
mimes performed, characters within
them and the situations presented, with
appropriate use of the performance
space most of the time
6.1
Communicate the meaning of the mimes
performed, characters within them and the
situations presented, with confident and
creative use of the performance space
Knowledge
The learner can:
The learner can:
7.1
Give a description of the physical
characteristics of the animal, bird or
reptile presented in the mime
7.1
Give a detailed description of the physical
characteristics of the animal, bird or reptile
presented in the mime
7.2
Give a description of the qualities and
special characteristics of the animal,
bird or reptile presented in the mime
7.2
Give a detailed description of the qualities
and special characteristics of the animal,
bird or reptile presented in the mime
7.3
Evaluate how the physical
characteristics of the animal, bird or
reptile affect the overall movement
within the mime
7.3
Analyse in detail how the physical
characteristics of the animal, bird or reptile
affect the overall movement within the mime
8.1
Describe the situation created in the
mime scene and any mood changes
within it
8.1
Give a detailed outline of the situation
created in the mime scene and any mood
changes within it
8.2
Give a sound description of the
behaviour of the imagined character in
the mime scene and how this affects
the situation
8.2
Give a detailed description of the behaviour
of the imagined character in the mime
scene and how this affects the situation
8.3
Give a sound description of the
reaction of the mimed character to this
behaviour and evaluate how this affects
the development of the scene
8.3
Give a detailed description of the reaction
of the mimed character to this behaviour
and fully analyse how this affects the
development of the scene
145
Miming
Level 3: Grade 6
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
1.
Create and inhabit a character and
situation
The learner can:
1.1
Create and present a scene which indicates
some sense of place and situation
1.2
Respond with some emotion to the
characters presented in the mimes
1.3
Demonstrate an illusion of some
spontaneity with moments of believability
2.
Communicate character objectives
2.1
Communicate some understanding of the
intentions and objectives of the characters
portrayed in the mime scenes
3.
Sustain imaginative engagement
3.1
Establish a focus on some aspects of the
mime scenes presented
3.2
Establish some involvement with each
character
3.3
Establish some involvement with the
situations which the characters experience
3.4
Establish some involvement with the worlds
of the mime scenes presented
4.1
Create and plan scenes with some
opportunity for characters to reveal a
progression of mood and thought
4.
Structure scenes to reveal a
progression of mood and thought
Technique
The learner will be able to:
146
The learner can:
5.
Demonstrate physical control
5.1
Regulate some mimed movements
sufficiently in order to adequately
communicate the mimed activities
6.
Demonstrate physical precision
6.1
Respond with some clear and accurate
movements in the mimes presented
7.
Demonstrate physical flexibility
7.1
Respond physically to some of the
different demands of contrasting mimes
and characterisations according to their
situations, styles and periods
8.
Demonstrate physical co-ordination
8.1
Respond with some physical co-ordination
throughout the whole body
Knowledge
The learner will be able to:
9.
Describe the performance demands
The learner can:
9.1
Reveal an adequate understanding of the
overall content of both mime scenes
9.2
Give a brief outline of the demands and
difficulties of moving in slow motion
9.3
Give a brief explanation of the reasons for
using slow motion at a particular point in the
mime scene
9.4
Give a brief description of the behaviour of
the imagined character in the second mime
scene
9.5
Give a brief description of the response of
the mimed character to this behaviour
9.6
State briefly how the conflict was created
and developed
147
Level 3: Grade 6
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
148
The learner can:
1.1
Create and present a scene which
outlines a sense of place and situation
1.1
Create and present a detailed scene which
communicates a total awareness of place
and situation
1.2
Respond emotionally to the characters
presented in the mimes
1.2
Present a complete emotional awareness
and response to the characters portrayed in
the mimes
1.3
Demonstrate an illusion of spontaneity
which makes the scenes believable
1.3
Present a complete illusion of total
spontaneity – as if the scenes are
3-dimensional performances
2.1
Communicate a sound understanding
of the intentions and objectives of
the characters portrayed in the mime
scenes
2.1
Consistently communicate a complete
understanding of the intentions and
objectives of the characters portrayed in the
mime scenes
3.1
Establish and develop a focus on most
aspects of the mime scenes presented
3.1
Establish and maintain a focus on each
moment of the mime scenes presented
3.2
Establish and develop an involvement
with each character
3.2
Establish and sustain a complete
involvement with each character
3.3
Establish and develop an involvement
with the situations which the characters
experience
3.3
Establish and sustain a complete
involvement with the situations which the
characters experience
3.4
Establish and develop an involvement
with the worlds of the mime scenes
presented
3.4
Establish and sustain a complete
involvement with the worlds of the mime
scenes presented
4.1
Create and plan scenes with
opportunities for characters to reveal
a sound progression of mood and
thought
4.1
Create and plan scenes with
well-structured opportunities for characters
to reveal a clear and imaginative
development of mood and thought
Technique
The learner can:
The learner can:
5.1
Regulate and control most mimed
movements in order to communicate
the mimed activities appropriately
5.1
Sustain well regulated mimed movements
with total control in order to communicate
the mimed activities with clarity
6.1
Respond with mostly clear and
accurate movements in the mimes
presented
6.1
Sustain completely clear and accurate
movements in the mimes presented
7.1
Respond physically to most of the
different demands of contrasting mimes
and characterisations according to their
situations, styles and periods
7.1
Respond physically to all of the different
demands of contrasting mimes and
characterisations according to their
situations, styles and periods
8.1
Respond with appropriate and mostly
well controlled physical co-ordination
throughout the whole body
8.1
Respond with total and well controlled
physical co-ordination throughout the whole
body
Knowledge
The learner can:
The learner can:
9.1
Reveal a sound understanding of the
overall content of both mime scenes
9.1
Reveal a detailed understanding of the
overall content of both mime scenes
9.2
Give an evaluation of the demands and
difficulties of moving in slow motion
9.2
Give a detailed analysis of the demands
and difficulties of moving in slow motion
9.3
Give a secure explanation of the
reasons for using slow motion at a
particular point in the mime scene
9.3
Give a detailed explanation of the reasons
for using slow motion at a particular point in
the mime scene
9.4
Give a sound description of the
behaviour of the imagined character in
the second mime scene
9.4
Give a detailed description of the behaviour
of the imagined character in the second
mime scene
9.5
Evaluate the response of the mimed
character to this behaviour
9.5
Analyse in detail the response of the mimed
character to this behaviour
9.6
Outline how the conflict was created
and developed
9.6
Outline in detail how the conflict was
created and developed
149
Level 3: Grade 7
Learning outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
1.
Create and inhabit a character and
situation
The learner can:
1.1
Create and present a scene which indicates
some sense of place and situation
1.2
Respond with some emotion to the
characters presented in the mimes
1.3
Demonstrate an illusion of some
spontaneity with moments of believability
2.
Communicate character objectives
2.1
Communicate some understanding of the
intentions and objectives of the characters
portrayed in the mime scenes
3.
Sustain imaginative engagement
3.1
Establish a focus on some aspects of the
mime scenes presented
3.2
Establish some involvement with each
character
3.3
Establish some involvement with the
situations which the characters experience
3.4
Establish some involvement with the worlds
of the mime scenes presented
4.1
Create and plan scenes with some
opportunity for characters to reveal a
progression of mood and thought
4.
Structure scenes to reveal a
progression of mood and/or thought
Technique
The learner will be able to:
150
The learner can:
5.
Demonstrate physical control
5.1
Regulate some mimed movements
sufficiently in order to communicate the
mimed activities adequately
6.
Demonstrate physical precision
6.1
Respond with some clear and accurate
movements in the mimes presented
7.
Demonstrate physical flexibility
7.1
Respond physically to some of the
different demands of contrasting mimes
and characterisations according to their
situations, styles and periods
8.
Demonstrate physical co-ordination
8.1
Respond with adequate physical coordination throughout the whole body
Knowledge
The learner will be able to:
9.
Describe the performance demands
The learner can:
9.1
Reveal an adequate understanding of the
overall content of both mime scenes
9.2
State briefly how the chosen cultural or
historical context of the first scene affected
the movements of the character within it
9.3
Give a brief description of the emotional
mood of the first scene as a whole
9.4
Reveal an adequate understanding of the
feelings evoked in the mimed character in
the first scene
9.5
Give a basic outline of the key stages in
developing the second scene from the
chosen word stimulus
9.6
Give a brief explanation of the interpretation
of the chosen word stimulus
151
Miming
Level 3: Grade 7
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
152
The learner can:
1.1
Create and present a scene which
outlines a sense of place and situation
1.1
Create and present a detailed scene which
communicates a total awareness of place
and situation
1.2
Respond emotionally to the characters
presented in the mimes
1.2
Present a complete emotional awareness
and response to the characters portrayed in
the mimes
1.3
Demonstrate an illusion of spontaneity
which makes the scenes believable
1.3
Present a complete illusion of total
spontaneity – as if the scenes are
3-dimensional performances
2.1
Communicate a sound understanding
of the intentions and objectives of
the characters portrayed in the mime
scenes
2.1
Consistently communicate a complete
understanding of the intentions and
objectives of the characters portrayed in the
mime scenes
3.1
Establish and develop a focus on most
aspects of the mime scenes presented
3.1
Establish and maintain a focus on each
moment of the mime scenes presented
3.2
Establish and develop an involvement
with each character
3.2
Establish and sustain a complete
involvement with each character
3.3
Establish and develop an involvement
with the situations which the characters
experience
3.3
Establish and sustain a complete
involvement with the situations which the
characters experience
3.4
Establish and develop an involvement
with the worlds of the mime scenes
presented
3.4
Establish and sustain a complete
involvement with the worlds of the mime
scenes presented
4.1
Create and plan scenes with
opportunities for characters to reveal
a sound progression of mood and
thought
4.1
Create and plan scenes with
well-structured opportunities for characters
to reveal a clear and imaginative
development of mood and thought
Technique
The learner can:
The learner can:
5.1
Regulate and control most mimed
movements in order to communicate
the mimed activities appropriately
5.1
Sustain well regulated mimed movements,
with total control in order to communicate
the mimed activities with clarity
6.1
Respond with mostly clear and
accurate movements in the mimes
presented
6.1
Sustain completely clear and accurate
movements in the mimes presented
7.1
Respond physically to most of the
different demands of contrasting mimes
and characterisations according to their
situations, styles and periods
7.1
Respond physically to all the different
demands of contrasting mimes and
characterisations according to their
situations, styles and periods
8.1
Respond with appropriate and mostly
well controlled physical co-ordination
throughout the whole body
8.1
Respond with total and well controlled
physical co-ordination throughout the whole
body
Knowledge
The learner can:
The learner can:
9.1
Reveal a sound understanding of the
overall content of both mime scenes
9.1
Reveal a detailed understanding of the
overall content of both mime scenes
9.2
Evaluate how the chosen cultural or
historical context of the first scene
affected the movements of the
character within it
9.2
Analyse in detail, how the chosen cultural or
historical context of the first scene affected
the movements of the character within it
9.3
Give a secure description of the
emotional mood of the first scene as a
whole
9.3
Give a detailed description of the emotional
mood of the first scene as a whole
9.4
Reveal a sound understanding of the
feelings evoked in the mimed character
in the first scene
9.4
Reveal a detailed understanding of the
feelings evoked in the mimed character in
the first scene
9.5
Outline key stages in developing the
second scene from the chosen word
stimulus
9.5
Outline in detail the key stages in
developing the second scene from the
chosen word stimulus
9.6
Give a sound explanation of the
interpretation of the chosen word
stimulus
9.6
Give a detailed explanation of the
interpretation of the chosen word stimulus
153
Level 3: Grade 8
Learning Outcomes
Assessment Criteria:
Pass
Interpretation
The learner will be able to:
1.
Create and inhabit a character and
situation
The learner can:
1.1
Create and present a scene which indicates
some sense of place and situation
1.2
Respond with some emotion to the
characters presented in the mimes
1.3
Demonstrate an illusion of some
spontaneity with moments of believability
2.
Communicate character objectives
2.1
Communicate some understanding of the
intentions and objectives of the characters
portrayed in the mime scenes
3.
Sustain imaginative engagement
3.1
Establish a focus on some aspects of the
mime scenes presented
3.2
Establish some involvement with each
character
3.3
Establish some involvement with the
situations which the characters experience
3.4
Establish some involvement with the worlds
of the mime scenes presented
4.1
Create and plan scenes with some
opportunity for characters to reveal a
progression of mood and thought
4.
Structure scenes to reveal a
progression of mood and/or thought
Technique
The learner will be able to:
154
The learner can:
5.
Demonstrate physical control
5.1
Regulate mimed movements sufficiently in
order to communicate the mimed activities
adequately
6.
Demonstrate physical precision
6.1
Respond with some clear and accurate
movements in the mimes presented
7.
Demonstrate physical flexibility
7.1
Respond physically to some of the
different demands of contrasting mimes
and characterisations according to their
situations, styles and periods
8.
Demonstrate physical co-ordination
8.1
Respond with adequate physical coordination throughout the whole body
Knowledge
The learner will be able to:
9.
Describe the performance demands
The learner can:
9.1
Give an adequate explanation of what is
meant by the term ‘technique’ in mime
9.2
Give a brief explanation of the term
‘emotional truth’ in mime
9.3
Convey a basic understanding of the
balance between emotional truth and
technique within the mimes presented
9.4
Give an adequate evaluation of the 3 mime
scenes presented
9.5
Give a brief description of the miming
techniques required when performing in a
full face mask
9.6
Give a basic analysis of feelings
experienced when wearing a full face mask
in the first mime
155
Level 3: Grade 8
Assessment Criteria:
Merit
Distinction
Interpretation
The learner can:
156
The learner can:
1.1
Create and present a scene which
outlines a sense of place and situation
1.1
Create and present a detailed scene which
communicates a total awareness of place
and situation
1.2
Respond emotionally to the characters
presented in the mimes
1.2
Present a complete emotional awareness
and response to the characters portrayed in
the mimes
1.3
Demonstrate an illusion of spontaneity
which makes the scenes believable
1.3
Present a complete illusion of total
spontaneity – as if the scenes are
3-dimensional performances
2.1
Communicate a sound understanding
of the intentions and objectives of
the characters portrayed in the mime
scenes
2.1
Consistently communicate a complete
understanding of the intentions and
objectives of the characters portrayed in the
mime scenes
3.1
Establish and develop a focus on most
aspects of the mime scenes presented
3.1
Establish and maintain a focus on each
moment of the mime scenes presented
3.2
Establish and develop an involvement
with each character
3.2
Establish and sustain a complete
involvement with each character
3.3
Establish and develop an involvement
with the situations which the characters
experience
3.3
Establish and sustain a complete
involvement with the situations which the
characters experience
3.4
Establish and develop an involvement
with the worlds of the mime scenes
presented
3.4
Establish and sustain a complete
involvement with the worlds of the mime
scenes presented
4.1
Create and plan scenes with
opportunities for characters to reveal
a sound progression of mood and
thought
4.1
Create and plan scenes with
well-structured opportunities for characters
to reveal a clear and imaginative
development of mood and thought
Technique
The learner can:
The learner can:
5.1
Regulate and control most mimed
movements in order to communicate
the mimed activities appropriately
5.1
Sustain well-regulated mimed movements,
with total control, in order to communicate
the mimed activities with clarity
6.1
Respond with mostly clear and
accurate movements in the mimes
presented
6.1
Sustain completely clear and accurate
movements in the mimes presented
7.1
Respond physically to most of the
different demands of contrasting mimes
and characterisations according to their
situations, styles and periods
7.1
Respond physically to all of the different
demands of contrasting mimes and
characterisations according to their
situations, styles and periods
8.1
Respond with appropriate and mostly
well controlled physical co-ordination
throughout the whole body
8.1
Respond with total and well controlled
physical co-ordination throughout the whole
body
Knowledge
The learner can:
The learner can:
9.1
Give a sound explanation of what is
meant by the term ‘technique’ in mime
9.1
Give a detailed explanation of what is
meant by the term ‘technique’ in mime
9.2
Give a clear explanation of the term
‘emotional truth’ in mime
9.2
Give a clear and detailed explanation of the
term ‘emotional truth’ in mime
9.3
Convey a sound understanding of the
balance between emotional truth and
technique within the mimes presented
9.3
Convey a total understanding of the balance
between emotional truth and technique
within the mimes presented
9.4
Give a clear and accurate evaluation of
the 3 mime scenes presented
9.4
Give a clear, accurate and detailed
evaluation of the 3 mime scenes presented
9.5
Give a sound description of the miming
techniques required when performing in
a full face mask
9.5
Give a detailed description of the miming
techniques required when performing in a
full face mask
9.6
Analyse feelings experienced when
wearing a full face mask in the first
mime
9.6
Give a detailed analysis of feelings
experienced when wearing a full face mask
in the first mime
157