Your practical exam is 60% of your overall grade. This is broken down into 50% for your practical exam and 10% for the accompanying preparation for performance.
As you have selected acting, you will perform two contrasting roles. You will perform these to a visiting assessor who will mark each role out of 25.
When selecting your acting pieces, you should seek advice from your teacher on the suitability of the role and the extract
Advice on how to approach rehearsals is attached to this booklet.
Preparation for Performance
Preparation for Performance will have 10 marks.
You will have selected a text to explore in depth from the perspective of an actor. The preparation for performance will include research on the chosen texts and the processes used to reach their acting concept for the performance.
Marks will be awarded for:
This section will give you an opportunity to demonstrate the following skills, knowledge and understanding:

Task 1: Research
In your PfP you will need to demonstrate how you used research to develop your understanding of the text. Use the following pages to make notes on the text. When carrying out your research you may wish to consider the themes and issues, characters and relationships, previous productions and interpretations.
Acting Role 1 – Name of text _________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Attach any additional notes to the back of this booklet.

Acting Role 1 – Name of text _________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Attach any additional notes to the back of this booklet.

Task 2: Characterisation
In order to develop your character you must carry out characterisation techniques during your rehearsals. See the rehearsal advice for ideas. Use the space below to write down which characterisation techniques you used and how this helped you gain a deeper understanding of your character . If you complete any written characterisation tasks e.g. character cards/writing in role, attach them to this booklet.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Task 3: Performance concept
Use the space below to write your performance concept for each of your acting roles. You should consider how you have decided to interpret your character (e.g. voice/ movement/ character motivation and relationships) and you should use evidence from the text and your research to justify your decisions.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Read these tips carefully. You may well improve your chances of obtaining a better grade!
It’s a good idea to vary how you use rehearsal time to avoid getting bored. You may also sometimes have no teacher or be in a space which is restricted. Here are some ideas to make the best use of
ALL your time:

Recreate your scene/s as an improvisation, using your own words but focussing on what each character wants.

Re-enact the scene from the viewpoint of other people eg. 2 ‘nosy neighbours’ talking about it.

Choose 3/4 key moments. Create tableaux for these. Then exaggerate them and discuss how it feels/looks. Or thought track the characters at those moments.

Use costumes/props as soon as possible – especially if it’s a period piece. Shoes can be especially important to be familiar with. Discuss the changes these will make to your performance.

Work on the scenes which precede or follow yours – either in the text or improvise.
These can help with character motivation.
 Improvise ‘a day in the life’ on set in character.

Swap roles. Playing the scene from another character’s point of view can give you new insight.

Run scene in different styles eg. Slow motion, fast forward, gibberish, Wild West,
Melodrama. Have fun and experiment. This can also test how solid you are on lines!

Run scene and stop every time you stand/sit/move around set and JUSTIFY your reason. This should avoid blocking which is unnatural/looks directed.
 Do line run and add your character’s thoughts after every line. This is slow but can challenge your understanding of why you are saying your lines.

Do silent run – run the scene using only the blocking. This focuses the actors’ minds on what the character is thinking/doing and also on what others are doing at the same time on stage.

Do speed run – it must be possible to understand the action/lines but must have no pauses. Tests solid lines!

Hot-seating – ask detailed, challenging questions. Focus not only on the answers but your use of voice and movement too.

Read full script. Research your character. Research the period/context of the play.

Write a paragraph describing YOUR interpretation of the character and what YOU want the audience to think/feel about your character.

Try to go through your lines while doing something else eg. Juggling, making a cup of tea. Maybe get into costume or apply your makeup. The split focus, on the activity as well as remembering your lines, is a good simulation of being on stage; your reflexes are ready and reactive to what's physically around you while your brain takes care of the logic behind the lines.

Go through the logic of the argument/dialogue step by step without the lines. Find the flow of the argument.

Find the cue word or phrase in the other character's dialogue that makes you want to say your line. This helps you to focus on the other actors and exactly what they say rather than just listening out for your cue.

What will the visiting assessor be looking for?
The assessor will be looking for the following aspects of performance:-
Before you begin:
WARMING UP

It's a good idea to warm up by going through lines and moves before you perform. By doing this you will be "in character" for the exam. Do not do this in an area where you will disturb other candidates.
Some pupils think they are too "busy" to warm-up. We all have one minute.
Try this short exercise:
1. Stand comfortably.
2. Think yourself tall, without too much effort.
3. Yawn twice.
4. Blow out a long slow released breath: like you're blowing out a candle in slow motion.
5. Stretch your arms up towards the ceiling.
6. Come up onto your toes.
7. Come back to centre.
8. Roll your shoulders several times, easily.
9. Turn your head gently and slowly from side to side, to free your neck.
10. Let your mind be quiet. Tell yourself, "I'm ready to perform”.

This will take you less than a minute.
Here's an exercise you can do to release tension. Remember not to hold your breath.
1 Stand with your feet a shoulder width apart.
2 Stretch up with your left arm on to your toes as if reaching to find a key on a high shelf.
3 After 10 seconds lower your heels to the floor but keep your hand searching for the key.
4 After 10 seconds drop your arm and follow it down to the floor with your upper body hanging from your hips.
5 Rest for a moment then reach up with your right arm and repeat.
6 Drop again and hang there. Your knees should be slightly bent and pointing in the same direction as your toes.
7 Sway slightly keeping your spine and head free.
8 On an in-breath, slowly build up through the spine, vertebra by vertebra, until your head comes to rest floating on the top.
9 Your eyes should be open and engaged with what's in front of you.

10 You should have the feeling of being centred and relaxed.
1. CHARACTERISATION.
a) Speech – speaking clearly is vital ! Don’t rush your lines, mumble, or try to get it over with as quickly as possible. Relax - breathe properly, pause where necessary. If you feel nervous take long deep breaths down to your stomach and breathe out slowly.
You should speak loudly enough to be heard, without having to strain. Remember to use a range of

Volume appropriate to the script and your character.

Pace of lines is important. Some will be delivered quite slowly, others quicker, depending on your character’s feelings.

Take care with timing and pace - pauses can be very effective dramatically.

If you speak with an accent make sure your accent is not too strong, i.e. the examiner can clearly understand what you are saying. Remember not to drop your accent at all.

If you know that a character should interrupt one of your lines and they don't come in quickly enough, be prepared to continue with that line - make up something. Remember timing is important!

Remember "stage whispers" should be loud enough for everyone to hear clearly what you are saying.

Remember to LISTEN to what other characters are saying and respond facially, physically and by the
TONE of your voice! Be ‘IN THE MOMENT’!

Always try to show a range of tone, pace and volume of speech in your extract. The assessor will mark you down if you speak in the same way for the whole piece.
b) Movement - together with speech, makes up your full character. The assessor will be assessing HOW and
WHEN you move.

How old are you? How lively are you? How ill are you? Are you posh, in pain, nervous, depressed, aggressive, dominant, shy etc.? Your body language, gestures and moves should indicate both your mood and your character.

How do you walk? How do you sit down? What mannerisms do you have? Remember to keep in character ALL the time, even when you are not speaking or moving.

Breathing may be regarded as a kind of movement and can give a good indication of your emotions - think about any times in your play where obvious breathing – fast or slow - may be appropriate.

Your movement within the acting area is very important. Some characters move about a lot, others not so much, but even if you are sitting in a chair you can still show reactions and responses by how you use the chair. Use your body even more here - be aware of your restricted movement and pay more attention to your face and hands.

ALL movements should appear natural and spontaneous - NOT pre-planned and rigidly worked out.
2. USE OF SPACE.

The actors must be responsible for setting things up! As an actor, you know where things should be and what space you need for your movements. You should walk around your set and check everything before starting to perform. Then, if anything IS wrong, you, yourself are ultimately responsible, and you can't blame anyone else.

Remember not to mask others on stage - be aware of your own position in relation to others at all times.

Always, as far as possible, perform OUT to the audience. Try not to face in or upstage if you can help it. The assessor will be watching your body position throughout the piece, i.e. no backs to the audience, unless of course you have deliberately blocked it in this way for effect.
3. RESPONSE & INTERACTION WITH OTHERS.

Always listen to what others say in the piece. Show that your response is a result of a thought, not just a line of written dialogue.

Always work as a team with others, pulling together to perform the piece.


If someone forgets a line try and help them out by "feeding" them an idea or inserting an improvised line. Help each other! Keep the scene going - help each other to cover up any hitches.

React physically and facially as well as verbally - even though you may not have any lines to say at any one time, you should still be reacting and very likely the assessor will be watching you during this time.
4. CONCENTRATION & INVOLVEMENT.

Needless to say, if you lose your concentration and giggle or laugh, that is a major problem!

Never, ever, during your performance look directly at any member of the audience. There should be
NO eye contact between you and the assessor, a teacher or pupils. This would indicate lack of TOTAL
INVOLVEMENT and you would lose marks. If you need to look outwards towards the audience, then concentrate on something above their heads, e.g. a picture on the wall, or something similar.

If, by any chance, something does go wrong during the course of your piece, keep going, carry on and do not lose your concentration. The assessor will decide if the piece should be stopped for any reason.
5. CO-OPERATION.
Everyone will be nervous on the day and may need help with getting things ready. Co-operating and

Reacting positively to events can really help make the experience a positive one!

It is good to give the impression that we are highly organised and that we have worked out all scene changes etc. well in advance. If there is a problem, ask others for help, do NOT panic and run around making a lot of noise. If the assessor things everything is part of a plan, problems can easily go unnoticed. Be professional!
SO, BREAK A LEG, AND MAKE SURE YOU DO YOURSELF JUSTICE BY BEING ORGANISED AND
THIS IN TURN WILL GIVE YOU THE CONFIDENCE TO DO YOUR VERY BEST!
Remember you probably know more about your character and your piece than the assessor.
Relax, keep calm and enjoy the day.
If you know that you have done everything to the best of your ability, then this should give you a great deal of confidence for the final performance.
Go for it, show what you can do!!
Make the day a success by treating it in a sensible, mature and organised way.