OCR LEVEL 3 CAMBRIDGE TECHNICALCERTIFICATE/DIPLOMA IN

PERFORMING ARTS

DEVELOPING VOICE FOR THE ACTORL502/5096

LEVEL 3 UNIT 23

GUIDED LEARNING HOURS: 60

UNIT CREDIT VALUE: 10

TECHNICALSCambridge

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DEVELOPING VOICE FOR THE ACTORL502/5096

LEVEL 3 UNIT 23

AIM OF UNIT A learner may have to sustain a drama performance over two or three nights but a professional actor has to sustain a performance for much longer. A professional actor relies on the quality and the use of his voice throughout his career. The aim of this unit is to engender learners with an understanding of the care and control necessary for an actor to produce good vocal quality and health. To this end, learners will be guided through the fundamentals of voice production. They will explore and understand the importance of finding the appropriate voice for a character rather than imposing vocal characteristics or accent. They will understand the importance of releasing tension and caring for the voice in preparation for the demands of performance.

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Developing Voice for the Actor Level 3 Unit 23

ASSESSMENT AND GRADING CRITERIA

Learning Outcome (LO)

The learner will:

Pass

The assessment criteria are the pass requirements for this unit.

The learner can:

Merit

To achieve a merit the evidence must show that, in addition to the pass criteria, the learner is able to:

Distinction

To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to:

1 Know the principles of voice production and vocal health

P1 describe the principles of voice production and their association with vocal technique in performance

M1 explain and demonstrate an element of voice production or control, linked to the maintenance of a healthy voice

P2 describe how to maintain a healthy voice

2 Be able to participate in and contribute to voice classes

P3 participate in voice classes

M2 devise a vocal warm up including relaxation techniques

D1 lead the class through the warm up and relaxation exercisesP4 contribute to the

delivery of voice classes

3 Be able to demonstrate vocal technique in performance

P5 demonstrate competently the application of vocal technique in performance

M3 demonstrate well prepared versatile vocal techniques in two contrasting performance pieces

D2 evaluate the voice in performance

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TEACHING CONTENTThe unit content describes what has to be taught to ensure that learners are able to access the highest grade.

Anything which follows an i.e. details what must be taught as part of that area of content.

Anything which follows an e.g. is illustrative. It should be noted that where e.g. is used, learners must know and be able to apply relevant examples to their work although those do not need to be the same ones specified in the unit content.

Know the principles of voice production and vocal health

Learners should be made aware of the function of:

• Theanatomyofthevoice

The lungs, rib cage, intercostals muscles, diaphragm, larynx, vocal chords, pharynx and other principal resonators

• Breathing

The function of the lungs, rib cage, intercostals muscles, diaphragm – different methods of breathing and their usage – upper chest or clavicular lower chest or abdominal method – whole chest or intercostal diaphragmatic method

• Thepointsofarticulation

Soft palate and uvula, upper teeth, teeth ridge and hard palate, the tip – middle – back of tongue, the lips, the application of articulation

• Productionoftheconsonants

Fricative, stop or plosive, lateral, trilled, nasal, use and misuse of the glottal stop

• Voicemodulation

Pitch, pace, pause, tone quality, tone quantity

• Vocalhealth

The importance of relaxation, good posture, the negative effect of smoking, drugs, alcohol, the importance of good diet, importance of warming up the voice and the use of vocal exercises and techniques.

Beabletoparticipateinandcontributetovoiceclasses

• Warmupexercises

Tutor-led group warm up sessions leading to individual warm-up routines, all of which aim to stretch and flex all parts of the voice and speech apparatus, including tensing and releasing neck and shoulders, face and jaw, the spine, breathing exercises and control, humming and intoning

• Voiceexercises

Points of articulation, the tongue, soft palate, lips, placing consonants and vowel sounds

• phonetics-

Monophthongs/diphthongs/triphthongs, dialects/accents

• Modulationexercises

Pitch, pace, inflection and tone

• Textexercises

‘Tongue twisters’, prose, poems, reading at sight, dialogue, monologues, soliloquys

• Relaxation

Tutor-led whole group physical relaxation exercises, individual relaxation routines before and after performance.

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Developing Voice for the Actor Level 3 Unit 23

Be able to demonstrate vocal technique in performance

• Projectionofthevoiceindifferentperformanceenvironments

• Studyofthephoneticalphabet,monothongs,diphthongs,triphthongs

• Usingthephoneticalphabetto‘place’dialectsandaccents

• Useandselectionofavarietyoftexts,monologues,duologues,scenes,prose,poetrysuitedtothelearner’svoice

• Recordingthevoice,reflectionandanalysisoftheindividual’svoice.

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DELIVERY GUIDANCEFor the realisation of this unit, the main focus should be on the experimentation and exploration by the learner of the potential and welfare of their voice.

Know the principles of voice production and vocal health

The unit should be established by the fundamentals of ‘how we breathe’ and ‘how voice is made’, breath control and the importance of relaxation and the easing of tension for good voice production and ‘how to maintain a healthy voice’. The fundamentals can be taught using simple diagrams and handouts. Exercises to reinforce and develop understanding of the key elements of voice production, breath control, good posture, relaxation and healthy maintenance, should be demonstrated by the tutor and then copied, explored and practiced by the learner. Learners should be encouraged throughout the unit to ask questions, take notes and discuss theory and practice.

Beabletoparticipateinandcontributetovoiceclasses

The unit should progress using a workshop approach with the tutor initially leading all the exercises in voice production and control, articulation and modulation but as the learner gains more confidence and understanding they should build up their own repertoire of warm ups, vocal exercises and relaxation techniques suited to their individual vocal requirements. The learner should be assisted by the teacher to individually develop the potential of their voice in combination with the exploration of a range of vocal and physical exercises using a variety of material. Handouts of all the exercises should be available for learners. Learners should share good practice with their peers.

Beabletodemonstratevocaltechniqueinperformance

The tutor should give all the learners a copy of the phonetic alphabet and demonstrate how using the alphabet can establish a dialect or accent. Learners should explore the alphabet and with tutor support apply its use to a range of suitable performance material. The learner will be guided in their choice of two contrasting speeches for development and performance. During the rehearsal period, feedback should be given to the learner by both the tutor and, if applicable, the rest of the group as an audience. Tutors should enable the learner to record and listen to their voice. Learners should

be encouraged to use their warm up and relaxation routines during the rehearsal period to promote good practice. Finally, the learners should perform their memorised speeches in an appropriate environment and, having received feedback, evaluate their work.

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Developing Voice for the Actor Level 3 Unit 23

SUGGESTED ASSESSMENT SCENARIOS AND GUIDANCE ON ASSESSMENTEvidence for moderation will be provided through a portfolio, which should include labelled diagrams, learner’s notes and copies of speeches and texts explored during the unit. This portfolio should provide ‘the actor’ with a useful range of information and material to enable them to develop and exercise their voice. Further evidence will be recorded and formatted onto DVD and made available for moderation. Tutors supporting notes on the individual learner’s application, development and achievement will provide the final evidence for the moderator.

Assessment and grading criteria P1,P2,M1

Learners will begin to collect material which will form part of a portfolio for use by ‘the actor’. This will include at this stage labelled diagrams and to gain P1 their own notes and descriptions on how we breathe/different types of breathing, voice production and control and the importance of good posture. For P2 the portfolio should contain further notes on how to maintain a healthy voice including detailed reference to the importance of relaxation. To gain M1 the learner will focus on one aspect of this material and give a presentation/demonstration to tutor and peers on their chosen area, e.g. three main types of breathing – upper chest, lower chest, intercostals diaphragmatic method. The presentation/demonstration should be recorded for moderation.

Assessment and grading criteria P3,P4,M2,D1

To gain P3 learners will participate in a range of voice classes/workshops. Tutors will record and monitor learner’s application and progression during the classes. Copies of the exercises undertaken will form part of their portfolio and learners will expand their portfolio with copies of suitable texts for the development and exercise of their voice. To gain P4 learners should take some responsibility for delivering a particular exercise to the class. For M2 learners will develop their own vocal warm up and relaxation routines using a series of exercises which they will demonstrate to their tutor/peers and provide evidence of within their portfolio. For D1 learners will again focus on one particular area of voice production, control, articulation or moderation and, with confidence, lead a small group or class of their peers in a short practical workshop within their chosen area. The workshop will be recorded for moderation.

Assessment and grading criteria P5,M3,D2

Learners will select, rehearse and perform two contrasting performance pieces. One of the speeches should demonstrate the use of a dialect or accent. To gain P5 both performances should demonstrate an understanding of how to use the voice within the chosen performance space. For M3 learners should demonstrate two contrasting speeches establishing character and textual context for an audience through their use of voice.

The performances should be recorded and made available for moderation. To gain D2, responding to feedback and having watched the recording of their performances, a detailed written or recorded analysis and evaluation of the learner’s voice in performance should form the final part of the portfolio.

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RESOURCES

Suitable workshop and performance space

Camera for filming

Recordingequipment

Selection of suitable texts to facilitate the requirements of the unit

Variety of breathing – vocal exercises

Books

TheRighttoSpeak PatsyRodenburg Routledge 0878300554

The Actor Speaks PatsyRodenburg Palgrave Macmillan 0312295146

Speaking Shakespeare PatsyRodenburg Palgrave Macmillan 1403965404

Voice and the Actor RenaCook Methuen Drama 1408154609

Complete Handbook of Voice Training RichardAlderson Parker Publishing Company 0131613073

The Voice Book Kate De Vore/Starr Cookman ChicagoReviewPress 1556528299

YourVoiceandHowtoUseIt Cicely Berry Virgin 0863698263

Voice and the Actor Cicely Berry John Wiley & Sons 0020415559

The Actor and the Text Cicely Berry Virgin 0863697054

Effective Speaking J.G Marash Harrap 024555839

Speak with Confidence J.Holgate and D.Coulter Stanley Paul 0091198607

Voice and Speech in the Theatre J. Clifford Turner Methuen Drama 0713681888

It’s the Way You Say It Dr Carol Fleming Universe 1450215165

Voice Disorders Christine Sapienza/Bari Hoffman Ruddy

Plural Publishing Inc. 1597561428

The Complete Voice and Speech Workout

JanetRodgers Applause Theatre 1557834989

The Verbal Arts Workbook DavidCarey/RebeccaClarkCareyMethuen Drama

1408123460

Speaking Shakespeare

DVD’s

Where Words Prevail Cicely Berry/Steven Budlong/ SalvatoreRasa

PBS

The Vocal Arts Workbook and DVD David Carey Methuen Drama 0713688246

A Voice of Your Own PatsyRodenburg Applause Theatre

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Developing Voice for the Actor Level 3 Unit 23

LINKS TO NOS

Suite Ref National Occupational Standard

CCSTP

SKSJ

CCS CA

15

34

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Provide leadership

Develop voice and presentation skills

Obtain and use research information

CONTACT USStaffattheOCRCustomerContactCentreareavailabletotakeyourcallbetween 8am and 5.30pm, Monday to Friday. We’re always delighted to answer questions and give advice.

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