Acting and Speaking Introduction

(pairs and groups)

The examinations in Acting and Speaking which follow recognise that the performing arts are rarely a solo activity, but more often
involve co-operative effort. At a practical level, these examinations enable teachers to present candidates who may not have gained
sufficient confidence for solo performance but who are, nevertheless, able to demonstrate their developing abilities in characterisation
or vocalisation within the context of a group performance. At higher grades, groups should contain more experienced performers
who will be able to demonstrate their skills in imagination, commitment, voice, movement and stagecraft.Work will be assessed in
terms of its overall theatrical and performance quality, and candidates should endeavour to create production work which will
engage an audience.
Guidance for the sizes of groups is given within the details of each syllabus strand. However, all members of the group should, as far as
possible, be given opportunities to make positive contributions to the performance, although it is recognised that, except in Pairs
examinations, the contributions may not be equal in substance or duration. Performances may be given with or without costume,
scenery, lighting, properties or other staging devices. Nonetheless, since assessments will be made on the basis of general theatrical
effectiveness, groups should always give careful consideration to the overall visual impact of their work.
In the case of Pairs examinations, each candidate will be assessed individually and receive a separate mark, report and certificate.
For all other group work the group will be assessed as a whole by the examiner who will provide a written report, classifying each
group’s performance as Below Pass, Pass, Merit or Distinction and award appropriate marks. One certificate will be awarded to each
successful group. Additional certificates may be requested at the time of entry: an additional fee is payable for multiple certificates,
details of which, together with details of all group fees, are available on the fees sheet which accompanies the entry form.

NB The timings given for Pairs examinations refer to the duration of the practical examination/performance.When scheduling
pairs examinations, centres should allow an additional five minutes for Grades 1–5, and 8 minutes for Grades 6–8, to allow time for
the examiner to complete the two examination reports.

Group entry alternatives

Teachers who wish to enter entire plays or similar productions for examination should consider the options presented by Syllabus 16
and Syllabus 20 (see pages 47 and 55).

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 Acting and Speaking
Turn over for Acting and Speaking (pairs and groups)

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Acting and Speaking (pairs and groups)
Syllabus 6 Syllabus 7
Grade Acting in Pairs Marks Group Drama—Devised (3 or more) Marks

Initial

maximum For all Pairs examinations, candidates will be 1. Perform a scene developed through
8 minutes assessed individually and receive separate reports improvisation based on any story outline
and certificates. given to the examiner before starting. 100

Grade 1 1. Perform one scene from memory, either using 1. Perform a scene developed through
maximum dialogue or mime or developed through improvisation based on any myth or legend.
10 minutes improvisation. 100 Outline given to the examiner before starting. 100

Grade 2 1. Perform one scene or two separate scenes 1. Perform a scene developed through
maximum from memory; either using dialogue or mime improvisation based on a song or poem.Text
12 minutes or developed through improvisation. 100 given to the examiner before starting. 100

Grade 3 1. Perform from memory a scene from a play. 60 1. Perform a scene developed through
maximum 2. Perform a contrasting scene developed improvisation based on a photograph,
13 minutes through improvisation. drawing, painting or visual stimulus given to
40
the examiner before starting. 100

Grade 4 1. Perform from memory a scene from a play 1. Perform a scene developed through
maximum written in a colloquial style. 60 improvisation based on a newspaper or
16 minutes 2. Perform a scene developed through improvisation magazine article. Source given to the examiner
featuring the same characters as those in task 1. 40
before starting. 100

Grade 5 1. Shared introduction to the two performances. 15 1. Perform a scene developed through
maximum 2. Perform from memory a scene with characters improvisation based on one of the following:
18 minutes of different status. lost cause, hidden agenda, confusion or golden
50
opportunity. 75

3. Perform a scene developed through 2. Perform an improvisation related to task 1 on a

improvisation related to task 2. 35
topic provided by the examiner. 25

Grade 6 1. Shared introduction to the performance of the 1. Perform an original scripted play devised by
maximum scene, each focusing on his or her role. 15 group. 75

20 minutes 2. Perform from memory a scene in verse or 2. Perform an improvisation on a theme given by
non-colloquial style. 50 the examiner, related to task 1. 25

3. Perform a scene developed through

improvisation, the stimulus being given by the
examiner 10 minutes before the examination,
lasting no more than 5 minutes. 35

Grade 7 1. Perform from memory a scene introduced by 1. Perform from memory two contrasting original
maximum one candidate. 35 scripted plays devised by the group, scripts
23 minutes 2. Perform from memory a contrasting scene in given to the examiner before starting. 75

an accent or speech style different from the 2. Perform improvisation on a theme provided by
candidates’ normal speech, the context the examiner, related to the one of the scripted
introduced by the other candidate. 35 plays. 25

3. Improvise a version of a plot outline provided by

the examiner 10 minutes before examination. 30

Grade 8 1. Perform from memory a programme lasting no 1. Perform from memory two original scripted
maximum longer than 20 minutes which includes three plays devised by the group, the second
25 minutes contrasting dialogues on a chosen theme, contrasting in performance style but on the
introduced and linked by relevant comments same theme. 75
as part of the performance. 80

2. Perform two improvisations based on titles

2. Improvise in response to the stimulus provided provided by the examiner, related to the two
by the examiner. 20 scripted plays. 25

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