A5. Musical Theatre
Purpose of the Qualification：
1. Interpretative skills
• explore style, form, character, subtext and context in order to realise the specific demands of the musical text
• create and inhabit the world of the scene within the song.
2. Technical skills
• develop skills in voice, diction and movement.
3. Knowledge of the performance process
• know and understand the chosen material
• know and understand the influences on musical theatre of one practitioner (Grade 8 only).
Learning Outcomes:
1. Perform three songs from memory, demonstrating an understanding of the material
• Demonstrate an understanding of text and subtext
• Demonstrate an understanding of the intentions and objectives of the characters portrayed
• Perform from memory with fluency, focus and spontaneity
2. Use vocal skills in response to the chosen songs
• Perform with adequate breathing, voice production and resonance
• Perform with clarity of diction
• Sustain vocal control through to the end of phrases
• Respond vocally to the demands of the three characterisations
• Sing with accurate intonation and pitch
3. Create a physical response to the chosen songs
• Communicate the personal characteristics of each character through appropriate stance, movement, gesture(s) and facial expression
• Make effective use of the performance space through appropriate staging
4. Know and understand the content of the chosen songs
• Give an explanation of the processes involved in developing the songs for performance
• Give a description of how the published or devised spoken dialogue was selected and developed for one of the chosen songs.
5. Know and understand the context of the chosen songs
• Give an explanation of the role of one of the characters portrayed, within the context of the musical or film musical as a whole
6. Give a summary of the influences on musical theatre of one chosen practitioner
A6. Acting
Purpose of the Qualification：
1. Interpretative skills
• Explore style, form, character, subtext and context in order to realise the specific demands of the text
• Engage with character and situation in order to create a sense of reality
2. Technical skills
• Develop skills in voice, diction and movement
3. Knowledge of the performance process
• Know and understand the chosen selections
• Know and understand the key principles and influences in the 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)
Learning Outcomes:
1. perform the chosen scenes from memory, demonstrating an understanding of the material
• Demonstrate an understanding of text and subtext
• Communicate an understanding of the intentions and objectives of the characters portrayed
• Perform from memory with fluency, focus and spontaneity
2. use vocal skills in response to the text
• Sustain vocal control through to the end of phrases
• Use adequate modulation 2.3 Speak with clarity of diction
• Respond vocally to the demands of the three characterisations
3. create a physical response to the text
• Communicate an understanding of the movement, posture, stance and gesture(s) required to portray the periods in which the chosen scenes are set
• Make effective use of the performance space
4. know and understand the content and context of the chosen scenes
• Give an explanation of the processes involved in developing the three characters for performance
• Give an explanation of the role of one of the characters portrayed, within the context of the play as a whole
5. know and understand the key principles and influences in the process of acting for one of the listed practitioners
• Give a summary of the selected practitioner’s key principles in the process of acting
• Give a summary of the selected practitioner’s influence on the process of acting
A7. Devising Drama
Purpose of the Qualification：
1. Interpretative skills
• Devise a character and situation within a dramatic structure
• Engage with character and situation in order to create a sense of reality
2. Technical skills
• Develop skills in voice, diction and movement
3. Knowledge of the devising process
• Know and understand how to devise scenes for performance
Learning Outcomes:
1. devise and perform two scenes
• Devise and perform two scenes with a clear structure
• Demonstrate an understanding of the place and period in which the characters live
• Communicate an understanding of the intentions and objectives of the characters
• Perform with fluency, focus and spontaneity
2. use vocal skills in response to the devised text
• Speak with audibility
• Speak with clarity of diction
• Respond vocally to the demands of the two devised characterisations
3. create a physical response to the devised text
• Communicate the personal characteristics of both characters through appropriate stance, movement, gesture(s) and facial expression
• Make effective use of the performance space
4. perform an improvised scene
• Perform an improvised scene with a clear structure from a given stimulus
5. know and understand the content of the devised pieces
• Give an explanation of the reasons for the choice of text used as a stimulus for Scene 1
• Give an explanation of how style and period were conveyed in Scene 1
• Give a summary of the character’s objective and mood in Scene 2 and their reactions to other characters and/or events
6. know and understand the devising process
• Give an explanation of the steps undertaken in the preparation of each devised scene
• Give an explanation of the benefits of improvisation when devising drama
A8. Miming
Purpose of the Qualification：
1. Interpretative skills
• Communicate an activity, situation and/or character through mime
• Engage with an activity, situation and/or character in order to create a sense of reality
2. Technical skills
• Develop skills in physical awareness, control, precision and coordination
3. Knowledge of the performance process
• know and understand how to create and structure mimes and mime scenes for performance
• know and understand the influences on the development and presentation of mime for one of the following practitioners: Charlie Chaplin, Marcel Marceau, Etienne Decroux or Jacques Lecoq (Grade 8 only)
Learning Outcomes:
1. create and perform three mime scenes
• Create and perform mime scenes with a clear structure
• Demonstrate an understanding of place, period and situation
• Communicate an understanding of the intentions and objectives of the characters portrayed
• Perform with concentration, focus and spontaneity
2. know and apply the techniques required to perform mime scenes
• Communicate the personal characteristics of each character through appropriate stance, movement and gesture(s)
• Communicate the personal characteristics of each character through appropriate facial expression in Mime Scenes
• Demonstrate precise, controlled and coordinated movement
• Perform with movement appropriate to the performance space
3. know and understand the content and context of the mime scenes
• Give a description of the techniques required to mime in a full face mask
• Give an explanation of the processes involved in developing the three mime characters for performance
• Give a description of how technique was balanced with emotional truth in the three mime scenes
4. know and understand the influences on the development and presentation of mime for one of the following practitioners: Charlie Chaplin, Marcel Marceau, Etienne Decroux or Jacques Lecoq
• Give a summary of the selected practitioner’s influences on the development and presentation of mime.
