Graded Examinations In Performance: Acting

Transcription

Graded Examinationsin Performance:Acting13

Changes from the PreviousSyllabus (September 2014)ENTRY LEVEL2014 Syllabus2019 SyllabusLO change:LO3: Use the performance spacein response to the textLO3: Use the face and body inresponse to the textAC separation:2.1 Speak with audibility andclarity of diction some/most/all of the time2.1 Speak with audibility2.2 Speak with clarity of dictionAC addition:3.1 Perform with movementappropriate to the charactersome/most/all of the time3.1 Perform with movement andfacial expression appropriateto the characterLEVEL 1, GRADE 12014 Syllabus2019 SyllabusAll Set Pieces have been changedand updatedAC separation:2.1 Speak with audibility andclarity of diction some/most/all of the time2.1 Speak with audibility2.2 Speak with clarity of dictionAC addition:3.1 Perform with movementappropriate to the charactersome/most/all of the time3.1 Perform with movement andfacial expression appropriateto the character and situationLEVEL 1, GRADE 22014 Syllabus2019 SyllabusAll Set Pieces have been changedand updatedAC separation:2.1 Speak with audibility andclarity of diction some/most/all of the time2.1 Speak with audibility2.2 Speak with clarity of dictionContinued on next page 414

LEVEL 1, GRADE 2 (continued)AC addition:3.1 Perform with movementappropriate to the charactersome/most/all of the time3.1 Perform with movement andfacial expression appropriateto the character and situationQuestion change: what the characters aredoing in each sceneReflected in AC 4.3 Give a brief/secure/detailed description ofwhat the characters are doing inthe chosen scenes what is happening in eachscene4.3 Give a description of whatis happening in the chosenscenesLEVEL 1, GRADE 32014 Syllabus2019 SyllabusAll Set Pieces have been changedand updatedAC separation:2.1 Speak with audibility andclarity of diction some/most/all of the time2.1 Speak with audibility2.2 Speak with clarity of dictionAC addition:3.1 Perform with movementappropriate to the charactersome/most/all of the time3.1 Perform with movement andfacial expression appropriateto the character and situationKnowledge question change: what the characters aredoing in each sceneReflected in AC 4.2 Give a brief/secure/detailed description ofwhat the characters are doing inthe chosen scenes what is happening in eachscene4.2 Give a description of whatis happening in the chosenscenesLEVEL 2, GRADE 42014 Syllabus2019 SyllabusAll Set Pieces have been changedand updatedContinued on next page 415

LEVEL 2, GRADE 4 (continued)AC wording change:1.1 Demonstrate anunderstanding of the placeand period in which thecharacters live1.1 Demonstrate anunderstanding of the situationand place in which thecharacters live1.3 Perform from memory withfluency and focus some/most/all of the time1.3 Perform from memorywith fluency, focus andnaturalness3.1 Communicate the personalcharacteristics of bothcharacters throughappropriate stance,movement, gesture(s) andfacial expression some/most/ all of the time3.1 Communicate the physicalityof both characters throughappropriate stance,movement, gesture(s) andfacial expression4.1 Give a brief/secure/detaileddescription of how thecharacters are feeling in thechosen scenes and how theyreact to their situation4.2 Give a brief/secure/detaileddescription of the characters’movements in the chosenscenes and the rationalebehind them4.1 Describe how the charactersare feeling in the chosenscenes and what they aretrying to achieve4.2 Give a rationale behind thephysical characterisation inresponse to the text and thecharacters’ situationsKnowledge requirement changes: how the characters arefeeling in each sceneand how they react to thesituationsReflected in AC 4.1 Give a brief/secure/detailed description ofhow the characters are feeling inthe chosen scenes and how theyreact to their situation why the characters move asthey do in the scenesReflected in AC 4.2 Give a brief/secure/detailed description ofthe characters’ movements in thechosen scenes and the rationalebehind them how the characters arefeeling in each scene andwhat they are trying toachieve4.1 Describe how the charactersare feeling in the chosenscenes and what they aretrying to achieve the reasons for the physicalcharacterisation in responseto each text and each of thecharacters’ situations4.2 Give a rationale behind thephysical characterisation inresponse to the text and thecharacters’ situationsAC removal:4.3 Give a brief/secure/detaileddescription of the reasons for thechoice of staging in the chosenscenes16Continued on next page 4

LEVEL 2, GRADE 4 (continued)Knowledge Requirement changeand AC addition in place of previousAC 4.3. Learners are now requiredto demonstrate four working stageareas selected by the Examiner atthe time of the examination.This was previously a requirementfor Level 2, Grade 5 Actingexaminations.New AC 4.3 Demonstrate thepositions of up to four of theworking stage areasLEVEL 2, GRADE 52014 Syllabus2019 SyllabusAll Set Pieces have been changedand updatedAC wording change:1.1 Demonstrate an understandingof the place and period inwhich the characters live1.3 Perform from memory withfluency and focus some/most/all of the time1.1 Demonstrate anunderstanding of the situationand place in which thecharacters live1.3 Perform from memorywith fluency, focus andnaturalness3.1 Communicate the personalcharacteristics of both3.1 Communicate the physicalitycharacters through appropriateof both characters throughstance, movement, gesture(s)appropriate stance,and facial expression some/movement, gesture(s) andmost/ all of the timefacial expression3.2 Make effective use of theperformance space some/most/all of the time3.2 Make appropriate use of theperformance spaceLO wording change:LO2: use vocal skills in responseto the textLO2: use vocal skills to respondappropriately to the textKnowledge requirement changes: why the characters move asthey do in the scenesReflected in AC 4.2 Give a brief/secure/detailed description ofthe characters’ movements in thechosen scenes and the rationalebehind them the reasons for the chosenstaging the reasons for the physicalcharacterisation in responseto each text and each of thecharacter’s situations4.2 Give a rationale behind thephysical characterisation inresponse to the text and thecharacters’ situationsContinued on next page 417

LEVEL 2, GRADE 5 (continued)Reflected in AC 4.3 Give a brief/secure/detailed description of thereasons for the choice of stagingin the chosen scenes the reasons for the chosenstaging using the terminologyof the working stage areas4.3 Give a description of thereasons for the choice ofstaging in the chosen scenesusing the technical terminologyof the working stage areasKnowledge Requirement and ACremoval:4.4 Learners are no longerrequired to demonstrate fourworking stage areas selectedby the Examiner at the time ofthe examination.This is now a requirement for Level2, Grade 4 Acting Examinations.LEVEL 3, GRADE 62014 Syllabus2019 SyllabusPeriods for selecting scenes frompublished works have changed:Scene 1: Ancient Greek and Roman Elizabethan and Jacobean Restoration and Postrestoration 1800–1980Scene 2: Post-1980Scene 1: Ancient Greek and Roman(500 BC – 4 BC) Elizabethan and Jacobean(1558–1625) Restoration and PostRestoration (1626–1799) 1800–2000Scene 2: Post-2000Scenes from television shows andserials are no longer permitted tobe usedNew knowledge requirement andAC:4.3 Give an explanation of thebreathing techniques usedto support the voice in eachscene performedLEVEL 3, GRADE 72014 SyllabusPeriods for selecting scenes frompublished works have changed:182019 SyllabusContinued on next page 4

LEVEL 3, GRADE 7 (continued)Scene 1: Ancient Greek and Roman Elizabethan and Jacobean Restoration and PostrestorationScene 2: 1800–1980Scene 3: Post-1980Scene 1: Ancient Greek and Roman(500 BC – 4 BC) Elizabethan and Jacobean(1558–1625) Restoration and PostRestoration (1626–1799)Scene 2: 1800–2000Scene 3: Post-2000Scenes from television shows andserials are no longer permitted tobe usedAC wording change:4.3 Give a brief/secure/detailedexplanation of how the writer’sstyle and period of writinginfluenced the performance ofone of the chosen scenes4.3 Give an explanation of thewriting style, and the periodin which the chosen authorwas writingLEVEL 3, GRADE 82014 Syllabus2019 SyllabusPeriods for selecting scenes frompublished works have changedScene 1: Ancient Greek and Roman(500 BC – 4 BC) Elizabethan and Jacobean(1558–1625) Restoration and PostRestoration(1626–1799)Scene 2: 1800–2000Scene 3: Post-2000Scene 1: Ancient Greek and Roman Elizabethan and Jacobean Restoration and PostrestorationScene 2: 1800–1980Scene 3: Post-1980Scenes from television shows andserials are no longer permitted tobe usedPrevious chosen practitioner list:Constantin Stanislavski, BertoltBrecht, or Jerzy GrotowskiTime of Duologue examinationsincrease from:40 minutesNew chosen practitioner list hasbeen expanded:Constantin Stanislavski, BertoltBrecht, Jerzy Grotowski, KatieMitchell, Kneehigh, AntoninArtaud, or Joan LittlewoodTo:45 minutes19

GRADED EXAMINATIONS IN PERFORMANCE: ACTINGActing (August 2019)Purpose of the QualificationLAMDA Graded Examinations in Performance: Acting aredesigned to develop the skills necessary to communicatedramatic text to an audience.Learners who prepare themselves appropriately will develop:1. Interpretative skills2. Technical skills3. Knowledge of the performance processBroad Objectives of the Qualification1. Interpretative skillsThe Learner(s) will be required to: explore style, form, character, subtext and context in order torealise the specific demands of the text engage with character and situation in order to create asense of reality2. Technical skillsThe Learner(s) will be required to: develop skills in voice, diction and movement3. Knowledge of the performance processThe Learner(s) will be required to: know and understand the chosen selections know and understand the key principles and influences inthe process of acting for one of the following practitioners:Constantin Stanislavski, Bertolt Brecht, Jerzy Grotowski,Katie Mitchell, Kneehigh, Antonin Artaud or Joan Littlewood(Grade 8 only)20

GRADED EXAMINATIONS IN PERFORMANCE: ACTINGStructureThe qualification is available at four levels, in line with theRegulated Qualifications Framework:Entry Level (Entry 3)Entry LevelLevel 1Grade 1Grade 2Grade 3Level 2Grade 4Grade 5Level 3Grade 6 – Bronze MedalGrade 7 – Silver MedalGrade 8 – Gold MedalLearners may enter for an Acting Examination at any grade. Eachgrade is independently assessed. Learning Outcomes are setat each Level and cover a range of grades (for example, Level 1covers Grades 1, 2 and 3). Assessment Criteria are set at eachgrade. There is a qualitative difference in outcome betweenindividual grades within each Level. This is because: the repertoire chosen by the Learner increases in technicaldifficulty as the grades progress the knowledge required increases as the grades progressLAMDA Examinations in Acting are offered in the following formats: Solo (one Learner) where the Learner performs alone Duologue (two Learners) where the Learners perform allscenes together Combined (two Learners, available at Level 1 and Level 2 only)where the Learners perform one solo scene each and oneduologue scene together21

GRADED EXAMINATIONS IN PERFORMANCE: ACTINGExamination Regulations1. The set acting scenes for each grade are printed in full in theLAMDA Acting Anthology – Volume 4.2. The Learner(s) will perform the chosen Set Scenes as they arepresented in the LAMDA Acting Anthology – Volume 4. Editsare not permitted.3. Own Choice pieces must not be published anywhere in thecurrent LAMDA Acting Anthology – Volume 4.4. Full costume must not be worn. Long practice skirts, whichallow freedom of movement, may be used together with smallitems such as scarves, hats, shawls, gloves or canes. Nudity isnot permitted. Hand props are permitted but must be kept to aminimum. Real knives or other weapons are not permitted.5. The Learner(s) must play only one character in their selectedscenes.6. No unauthorised person will be allowed to be present duringthe examination.7. Electronic devices, such as mobile phones, Kindles, iPads,e-readers and laptops, are not permitted in the examinationroom unless they are required as a prop. If an electronic deviceis required as a prop this must be approved by the Examiner atthe beginning of the examination. Electronic devices used asprops must be switched off for use in the examination.8. Live animals are not permitted in the examination room.9. The selected repertoire must be performed in English.22

23GRADED EXAMINATIONS IN PERFORMANCE: ACTING

ENTRY LEVELEntry LevelActing (Solo/Duologue)RQF Level: Entry Level (Entry 3)Guided Learning Hours:20 (hours)Total Qualification Time: 40 (hours)Credit Value:4Level DescriptionThe LAMDA Entry Level Award in Performance: Acting isdesigned to introduce Learners to very simple acting skills.Learners will perform one scene from memory, audibly and clearly.They will be able to show that they understand the meaning ofwhat they are speaking. Their use of space will complement theirperformance.During their examination, Learners should present their pieces toa wider imagined audience, of which the Examiner is a part, andnot solely to the Examiner.LEARNING OUTCOMESOn completion of this unit the Learner(s) will be able to:InterpretationLO1: perform one scene from memory, demonstrating anunderstanding of the materialTechniqueLO2: use vocal skills in response to the textLO3: use the face and body in response to the textKnowledgeLO4: know and understand the character in the chosen scene24

ACTING (SOLO/DUOLOGUE)Total Time AllowanceSolo – 10 minutesDuologue – 15 minutesExamination ContentScene (Own Choice): Interpretation and TechniqueSolo and Duologue Learners will perform from memory one solo/duologue scene of their own choice.The scene must be selected from a publ

for Level 2, Grade 5 Acting examinations. New AC 4.3 Demonstrate the positions of up to four of the working stage areas LEVEL 2, GRADE 5 2014 Syllabus 2019 Syllabus All Set Pieces have been changed and updated AC wording change: 1.1 Demonstrate an understanding of the place and period in which the characters live 1.3 Perform from memory with fluency and focus some/ most/all of the time 3.1 .