PAA Booklet extended v2:Layout 1 · PAA Booklet_extended_v2:Layout 1 09/03/2011 12:59 Page 1. PAA Booklet_extended_v2:Layout 1 09/03/2011 12:59 Page 2. Performance Arts Awards 4 General

Musical Theatre Group GRADE EXAMS

PAA Booklet_extended_v2:Layout 1 09/03/2011 12:59 Page 1


Performance Arts Awards 4General Info 5Debut Exam 9Exam for Grades 1, 2 and 3 10Exam for Grades 4 and 5 12Exam for Grades 6, 7 and 8 14Group Grade Units 16Assessment Criteria 25Regulations 31

Musical Theatre Group GRADE EXAMS

Contents

Call: 0845 460 4747 [email protected] www.rockschool.co.uk/paa 3


Rockschool Performance Arts Awards

Why choose PAA exams?• PAA examinations are the IDEAL way to measure, assess and reward students’ progress

throughout the year. PAA’s qualifications serve as a unique mark of recognition for student development

• PAA continue the rockschool tradition of flexible, progressive and practical examinations

• We offer the only fully integrated musical theatre grade exams to reward individuals within group performances. Grades 1-8 (Levels 1-3) and Debut level exams are available for all ages

• We are accredited by Ofqual and as such our exams are part of the new QCF (qualifications and credits framework) providing candidates with credits that automatically form part of a career-long portfolio

PAA qualifications carry the following QCF credits:

4 www.rockschool.co.uk/paa [email protected] Call: 0845 460 4747

Grade

1

2

3

4

5

6

7

8

Credits

6

8

10

13

15

17

19

24

UCAS Points

20-40

35-55

45-65

QCDA PerformancePoints (depending on result)

8 - 14

Debut 4

10 - 17

11 - 20

28 - 39

32 - 44

43 - 70

53 - 86

66 - 108


The following guide provides you with all the information you need to successfully conductPerformance Arts Awards exams.

The ExamPAA group exams are assessed using three distinct sections:

• Performance• Technical exercise • Group discussion

Each section is tailored to maximise examiners’ opportunities to successfully examineindividual candidates within a group piece, whilst also allowing performers to expressthemselves creatively and artistically.

Group ExamPAA Examiners are trained to assess 9 candidates within a group performance at any onetime, so if the group size exceeds this number, performances must be conducted more thanonce; in this case the technical exercise and discussion aspect of the exam will take placebetween each performance. More details on group exams can be found later in the guide.

The nature of each performance will be unique to your particular centre; however certaincriteria must be met for candidates to be assessed successfully.

The examiner will be looking for skills in acting, singing and dancing throughout the piece soit is important that all candidates have an opportunity to engage in all three disciplines. Following the group performance each student will undertake the PAA technical exercise. An acting-based exercise, it assesses a candidate’s proficiency in portraying a particularemotion. As students progress through the grades the intensity and length of each exerciseis proportionally increased.

The assessment is concluded with a workshop style group discussion between the examinerand the candidates. In a relaxed and informal way students will be asked to articulate anunderstanding of their role within the group performance.

General Info

Call: 0845 460 4747 [email protected] www.rockschool.co.uk/paa .5

General Info

AudiencesFor group exams audiences are permitted to watch the performance;however technical exercises and group discussions must be conducted between thecandidates and examiner only.

WeightingThe performance aspect represents sixty percent of the overall grade while the technicalexercise and discussion elements represent twenty percent each.


Suggested Repertoire and Performance IdeasCandidates, Teachers and Principals entering for PAA exams are expected to choose theirown material for the performance aspect of the qualification. PAA do not make anycompulsory recommendations for material selection however each performance is requiredto relate to our timing and assessment criteria.

Performance Arts Awards now have exclusive repertoire suggestions and performance ideascompiled by our team of experts at Rockschool. The repertoire can be accessed via our website:www.rockschool.co.uk/paa

Our live repertoire catalogue is regularly updated to give you the best access to currentsuggestions – if you are unable to get internet access we can send you a list of our up-to-date recommendations by post or fax. Please contact the Rockschool office on 0845 460 4747.

ResultsCandidates will be awarded a distinction, merit, pass or unclassified result for their exam.

Grades 1 to 5 are assessed using 5 criteria (acting, singing, dancing, technical and discussion)with each outcome being divided into an upper and a lower classification. The overall resultis based on the 5 outcomes.

Grades 6, 7 and 8 are assessed using 7 criteria (acting, singing, dancing, technical, discussion,stage awareness and communication); again, with each outcome split into upper and lower.The overall grade is awarded using the 7 criteria.

PAA issue results within ten working days of the examination. All candidates will receive theoriginal copy of their report slip, which gives a break down of the marks and an overallcomment. Successful candidates will also receive an official Rockschool Performance Arts Awardscertificate.


Exam CentresPerformance Arts Awards group examinations are conducted at your own centre. Please tell us your preferred period of examination and we will send an examiner to you on a pre-agreed date.

Exam Periods for 2014/2015 The current exam periods can be found at www.rockschool.co.uk/paa

Exam FeesPAA operates a minimum fee policy for group exams, which for 2014/2015 will be £450per session (Half Day). Exam fees (per candidate) are as follows:


Grade Price

Debut £12.50

1 £15.00

2 £17.50

3 £20.00

4 £22.50

5 £25.00

6 £27.50

7 £30.00

8 £32.50

Debut (Entry Level)

1. PerformanceThe group performance will last 6-8 minutes and should allow each candidate an opportunity toengage in all three disciplines.

Debut Level candidates should be able to show basic skills in acting whilst exhibiting anawareness of characterisation and mood. When singing, Debut candidates should be able todeliver lyrics with some degree of accuracy and display a sense of coordination throughoutdance numbers.

2. Technical ExerciseIn no more than 4 seconds each candidate will be asked to communicate a basic sense ofcharacter based on one of four animals (kanagroo, owl, cat and snake). An examiner will belooking for use of facial expression and movement.

Example

Examiner: (Candidate’s name), Pretend you are a cat.

The candidate should then go on to show their character.

3. DiscussionThe discussion element at Debut is informal: an examiner will ask one question per candidateand will be looking for a simple understanding of each candidates’ role within the performance.

(For more details about Debut see page 16)




Grades 1, 2 and 3 (Level One)

1. PerformanceThe group performance for grades 1, 2 and 3 should adhere to the following times:

Grade 1: 10 - 12mins Grade 2: 12 - 14mins Grade 3: 14 - 16mins

At Grades 1, 2 and 3 candidates are expected to demonstrate a basic ability to combine anunderstanding of character with ensemble singing and dancing (students will not be expected to display solo abilities in singing or dancing).

Suggested repertoire can be located at www.rockschool.co.uk/paa

2. Technical ExerciseThe technical exercise will last around 5 seconds and should include at least one of the following:

• Facial expression• Body language• Movement

• Speech

A full list of scenarios can be found at www.rockschool.co.uk/paa (three scenariosfor grade 1, four for grade 2 and five for grade 3). Candidates and teachers MUST familiarise themselves with each scenario and make the necessary preparations. The examiner will ask each candidate to perform the following:

Grades 1 and 2: ONE Scenario (Chosen by the examiner)

Grade 3: TWO Scenarios (Chosen by the examiner)

Example Scenario (Happiness)

Examiner: You worked really hard for a test and you got top marks.

The candidate should then go on to perform the scenario.

Please note: Not all candidates will be assigned the same scenario.


3. DiscussionThe discussion will last around 10 minutes - all candidates must contribute to the discussion.

Grades 1 and 2: The examiner will ask simple questions of candidates that may relate totheir character their favourite part of the performance. Basic questions about the rehearsalprocess may also be asked.

Grade 3: As with grades 1 and 2 the examiner will ask about character but will also ask thecandidate about their character's emotions during the performance and how they used theirvoice and physicality to portray the emotions.

(For more details about Grades 1, 2 and 3 see units on pages 17 to 19)



Grades 4 and 5 (Level Two)

1. PerformanceThe group performance at grades 4 and 5 should be the following in length:

Grade 4: 16 - 18mins Grade 5: 18 - 20mins

Candidates are generally expected to be performing at GCSE standard and should exhibitgreater proficiency and fluency during the transitions between acting, singing and dancing.Examiners will expect a degree of independence in performance delivery betweencandidates. The sense of character and standard of dancing/singing should be assured and confident throughout the piece.


2. Technical ExerciseAt grades 4 and 5 candidates will be asked to prepare a series of scenarios (devised by themselves or their teacher) based on five emotions (These can be found in the unit descriptor). Each scenario should last no more than 8 seconds and should include at least two of the following:

• Facial expression• Body language• Movement• Speech

The examiner will choose:

• Grade 4: TWO emotions• Grade 5: THREE emotions

Each candidate will then be asked to perform their related scenarios (the chosen emotionswill be different for each candidate).


Examiner: Happiness...You are happy because...

Candidate: I have passed my mock exams.

The candidate should then go on to perform the scenario.




3. DiscussionThe assessment is completed with a group discussion between the examiner and thecandidates. They will be asked to articulate an understanding of their role within the groupperformance and assess the rehearsal process. At Grades 4 and 5 candidates mustdemonstrate a clear awareness of how they reached the point of live performance whilst also exhibiting an ability to analyse and critique techniques that worked and those that did not work.

(For more details about Grades 4 and 5 see units on pages 20 and 21)

Grades 6, 7 and 8 (Level Three)

1. PerformanceGrades 6, 7 and 8 should be the following in length:

Grade 6: 20 - 23mins Grade 7: 23 - 26mins Grade 8: 26 - 30mins

At Level Three it is essential that each candidate has an opportunity to exhibit all threedisciplines independently of other performers on the stage – we require that each studentat Level Three engages in solo performance (this may form part of a group song or dance).

A comprehensive, three dimensional sense of character is vital for Grades 6, 7 and 8 as wellas an ability to integrate acting, singing and dancing with fluency.


2. Technical ExerciseThe technical exercise for higher level examinations is more advanced than previous levels.Candidates are required to show an accomplished capability in portraying a given emotion.

At Grades 6, 7 and 8 candidates will be asked to prepare a series of scenarios based on:

Grade 6 and 7: FIVE emotionsGrade 8: SIX emotions

Candidates are required to devise TWO scenarios that present DIFFERENT approaches for each of these emotions.

During the assessment the examiner will choose:

• Grade 6: ONE emotion• Grade 7: TWO emotions• Grade 8: THREE emotions

One at a time candidates should then demonstrate their TWO scenarios for each emotion(the chosen emotions will be different for each candidate). The exercise should last between 8 and 12 seconds per scenario, depending on grade (plus time for the candidate to introduce the scenario).

Candidates must give a clear introduction as to the context behind each scenario they have prepared and then go on to perform each one.




The examiner will state the emotion:

Examiner: Your emotion is happiness.

The candidate should go on to introduce and perform two scenarios – for example:

Scenario 1

Candidate: I’m happy because I have just passed my driving test on my 3rd attempt.

The candidate should go on to perform the scenario.

Scenario 2

Candidate: I’m happy because I have returned from a long trip and am going to spend the evening with my family.

The candidate should go on to perform the scenario.

3. DiscussionThe discussion element at Level Three should be comprehensive and spontaneous with theexaminer having to add little to the conversation. Candidates are expected to contributeextensively and display a distinct understanding of how they achieved authenticity within theirperformance. Performers must also be ready to comment on each stage of the process frominitial planning to final performance. A sense of communication is vital to the discussion forGrades 6, 7 and 8.

The examiner will ask the group detailed questions with reference to individual characters aswell as relationships to others within the piece. Other areas may include plot, context (for example, historical setting and genre) personal and group development. It is important tonote that Level Three discussions should be organic and as such the discussion may featuretopics that aren’t included above.

(For more details about Grades 6, 7 and 8 see units on pages 22 to 24)



Group Debut Unit

Unit Title: Musical Theatre Performance Debut

Credit Level: EntryCredit Value: 4Unit Code: PAA 100

LEARNING OUTCOMESThe learner will be able to:

1.0 Demonstrate the skills necessary to perform a piece of musical theatre.

2.0 Demonstrate prescribed fundamental character states.

3.0 Demonstrate basic understanding of character in performance.

1.1 In a group performance lasting 6 to 8 minutes, show a basic ability to integrate acting, singing and dancing. To include the following:

ACTINGa basic communication of character

and mood

SINGINGb delivery of lyrics with accurate

pitch, pulse and rhythmand/orSOUNDSCAPEappropriate pitch, rhythm and timing

DANCING/MOVEMENTc sense of co-ordination and timing

2.1 Show a basic ability to communicate one of the following characters through use of facial expression and movement:• snake• kangaroo• owl• cat

In a discussion lasting 4 minutes:

3.1 Give a brief description of own character and favourite elements of performance

ASSESSMENT REQUIREMENTSThe learner can:



Group Grade 1 Unit

Unit Title: Musical Theatre Performance Grade 1

Credit Level: OneCredit Value: 6Unit Code: PAA 101



2.0 Demonstrate prescribed fundamental expressive states

3.0 Demonstrate basic understanding of the performance.

1.1 In a group performance lasting between 10 and 12 minutes, show a basic ability to integrate acting, singing and dancing. To include the following:


and mood

SINGINGb delivery of lyrics from memory with

accurate pitch, pulse and rhythmand/orSOUNDSCAPEappropriate pitch, rhythm and timing


2.1 Show a basic ability to communicate oneof the following emotions (from given scenarios) through use of speech, facial expression, body language or movement:• happiness• anger• sadness


3.1 Give a brief description of own character and relationship to other characters in the scene




Group Grade 2 Unit





2.0 Demonstrate prescribed fundamental expressive states.


1.1 In a group performance lasting between 12 and 14 minutes, show a basic ability to integrate acting, singing and dancing. To include the following:


and mood




2.1 Show a basic ability to communicate one of the following emotions (from given scenarios) through use of speech, facial expression, body language or movement:• happiness• anger





• sadness• surprise


Group Grade 3 Unit







1.1 1n a group performance lasting between 14 and 16 minutes, show a basic ability to integrate acting, singing and dancing. To include the following:


and mood




2.1 Show a basic ability to communicate two of the following emotions (from given scenarios) through use of facial expression, body language, movement and speech:• happiness • surprise• anger • fear• sadness



3.2 Give a brief description of one emotion connected with the character outlined in 3.1 and how it was achieved.




Group Grade 4 Unit


Credit Level: TwoCredit Value: 13Unit Code: PAA 201


1.0 Demonstrate the skills necessary to perform an integrated piece of musical theatre.



1.1 In a group performance lasting between 16 and 18 minutes, show an ability to move between acting, singing and dancing stylistically and fluently. To include all of the following:

ACTINGa A well defined sense of character with

communication of mood and meaning throughout.

SINGINGb Assured and audible delivery of lyrics from

memory with accurate pitch, pulse and rhythm and evidence of dynamic variation

DANCING/MOVEMENTc Assured sense of spatial awareness,

coordination and timing

2.1 Show an ability to communicate two of the following emotions through speech, facial expression, body language and movement:• happiness• anger• fear• sadness• surprise


3.1 Evaluate the rehearsal process of 1.1 and the creative development associated with it




Group Grade 5 Unit


Credit Level: TwoCredit Value: 15Unit Code: PAA 202





1.1 In a group performance lasting between 18 and 20 minutes, show an ability to move between acting, singing and dancing stylistically and fluently. To include all of the following:

ACTINGa A well defined sense of character with

communication of mood and meaning throughout.

SINGINGb Assured and audible delivery of lyrics from

memory with accurate pitch, pulse and rhythm and evidence of dynamic variation

DANCING/MOVEMENTc Assured sense of spatial awareness,

coordination and timing

2.1 Show an ability to communicate three of the following emotions through speech, facialexpression, body language and movement:• happiness• anger• fear• sadness• surprise


3.1 Evaluate the rehearsal process of 1.1 and the creative development associated with it




Group Grade 6 Unit


Credit Level: ThreeCredit Value: 17Unit Code: PAA 301



2.0 Demonstrate prescribedfundamental expressive states.

3.0 Demonstrate an advanced understanding of the performance.

1.1 In a group performance lasting 20-23 minutes show an ability to fully integrate acting, singing and dancing.To include all of the following:

ACTINGa A detailed sense of character with communication of

mood and meaning, using a comprehensive range of expressions, emotions and gestures throughout

b Stylistic use of timing, phrasing, and pace

SINGINGc Assured and projected delivery of lyrics from memory

with sound intonation and with accurate pitch, pulse and rhythm. To include the following:• Vocals to contain a minimum of two parts• Demonstration of a solo melodic line

d Understanding of the form and expressive content of the song through: mood, phrasing, dynamic and tonal variation

DANCING/MOVEMENTe Commanding sense of spatial awareness, timing

and coordinationf Expressive use of the body and face to interpret and

convey the meaning of the music. To include the following:• Demonstration of unified choreography• Demonstration of individual choreography within the group

2.1 Show skills to communicate one of the following emotions in two different ways using facial expression, speech, body language and movement:• happiness• anger• fear


3.1 Summarise the authenticity of the performance in 1.1 and how this was achieved.



22 wwwrockschool.co.uk/paa [email protected] Call: 0845 460 4747


Group Grade 7 Unit







1.1 In a group performance lasting 23-26 minutes show an ability to fully integrate acting, singing and dancing. To include all of the following:

ACTINGa A detailed sense of character with communication of mood

and meaning, using a comprehensive range of expressions, emotions and gestures throughout








2.1 Show skills to communicate two of the following emotionsin two different ways using facial expression, speech, body language and movement:• happiness• anger• fear







Group Grade 8 Unit







1.1 In a group performance lasting 26-30 minutes show an ability to fully integrate acting, singing and dancing. To include all of the following:

ACTINGa A detailed sense of character with communication of mood

and meaning, using a comprehensive range of expressions, emotions and gestures throughout








2.1 Show skills to communicate three of the following emotionsin two different ways using facial expression, speech, body language and movement:• happiness• anger• fear



3.2 Discuss the planning involved and its intentions



• sadness• surprise• love


ACTINGSINGING/

SOUNDSCAPE DANCING/MOVEMENT

• Convincing delivery of lyrics (if applicable) with accurate pitch/pulse/rhythm throughout.

• Confident delivery of lyrics (if applicable) with accurate pitch/pulse/rhythm for the majority.

• Adequate delivery of lyrics (if applicable) with generally accurate pitch/pulse/rhythm for the majority.

• Hesitant delivery of lyrics (if applicable) with inaccurate pitch, pulse and rhythm for the majority.

• Convincing sense of character, mood and meaning throughout.

• Confident sense of character for the majority.

• Adequate sense of character for the majority.

• Hesitant sense of character for the majority.

• Convincing coordination and timing throughout.

• Confident coordination and timing for the majority.

• Adequate coordination and timing for the majority.

• Hesitant coordination and timing for the majority.

DIST

INC

TIO

NM

ER

ITPA

SSU

NC

LA

SSIFIED

DIST

INC

TIO

NM

ER

ITPA

SSU

NC

LA

SSIFIED

DIST

INC

TIO

NM

ER

ITPA

SSU

NC

LA

SSIFIED


Assessment CriteriaDebut (Entry Level) Performance



ACTINGSINGING/

SOUNDSCAPE DANCING/MOVEMENT

• Sustained and convincing delivery of lyrics (if applicable) from memory with accurate pitch/pulse/rhythm throughout.

• Confident delivery of lyrics (if applicable) from memory with accurate pitch/pulse/rhythm for the majority.

• Adequate delivery of lyrics (if applicable) from memory with generally accurate pitch/pulse/rhythm for the majority.

• Hesitant delivery of lyrics (if applicable) from memory with inaccurate pitch, pulse and rhythm for the majority.

• Sustained and convincing communication of character, mood and meaning throughout, using convincing facial expression and body language.

• Confident communication of character, mood and meaning for the majority, using good facial expression and body language.

• Adequate communication of character, mood and meaning for the majority, using adequate facial expression and body language.

• Hesitant communication of character, mood and meaning for the majority, using facial expression and body language.

• Sustained and convincing sense of coordination and timing throughout.

• Confident sense of coordination and timing for the majority.

• Adequate sense of coordination and timing for the majority.

• Hesitant sense of coordination and timing for the majority.

DIST

INC

TIO

NM

ER

ITPA

SSU

NC

LA

SSIFIED

DIST

INC

TIO

NM

ER

ITPA

SSU

NC

LA

SSIFIED

DIST

INC

TIO

NM

ER

ITPA

SSU

NC

LA

SSIFIED

Assessment CriteriaGrades 1, 2 and 3 (Level One)


ACTING SINGING DANCING/MOVEMENT

• Sustained, convincing and audible delivery of lyrics from memory with accurate pitch, pulse and rhythm throughout.

• Stylistic use of dynamics isemployed and diction is clear.

• Confident and audible delivery of lyrics from memory with accurate pitch, pulse and rhythmfor the majority. A variety of dynamics are employed and diction is clear.

• Adequate and audible delivery of lyrics from memory with accurate pitch, pulse and rhythm for the majority.

• Dynamics are evident or there is clarity of diction.

• Hesitant and inaudible delivery of lyrics from memory with inaccurate pitch, pulse and rhythm for the majority.

• Dynamics are not evident and diction is unclear.

• Sustained, convincing and well defined character with mood and meaning communicated throughout, using facial expression, body language and prose (if applicable).

• Confident and well defined character with mood and meaning communicated for the majority, using facial expression, body language and prose (if applicable).

• Adequately defined character with mood and meaning communicated for the majority, using facial expression, body language and prose (if applicable).

• Hesitant definition of character with mood and meaning not communicated for the majority, facial expression and body language not always present.

• Sustained, convincing and assured sense of spatial awareness, coordination and timing throughout.

• Commitment shown to the entire sequence with strong fluidity of movement is evident.

• Confident and assured sense of spatial awareness, coordination and timing for the majority.

• Commitment shown to the sequence and there is fluidity of movement.

• Adequately assured sense of spatial awareness, coordination and timing for the majority.

• Some commitment shown to the sequence and there is somefluidity of movement.

• Hesitant and unsure sense of spatial awareness, coordination and timing for the majority.

• No commitment shown to the sequence and there is no fluidity of movement.

DIST

INC

TIO

NM

ER

ITPA

SSU

NC

LA

SSIFIED

DIST

INC

TIO

NM

ER

ITPA

SSU

NC

LA

SSIFIED

DIST

INC

TIO

NM

ER

ITPA

SSU

NC

LA

SSIFIED


Assessment CriteriaGrades 4 and 5 (Level Two)



ACTING SINGING DANCING/MOVEMENT

• Sustained, convincing, assured and projected delivery of lyrics from memory to include singing with harmonies and carrying of a solo melodic line.

• Understanding of the form and expressive content of the song is expressed through; mood, phrasing, dynamics, tonal variations, accurate pitch, pulse and rhythm throughout with clarity of diction.

• Confident, assured and projected delivery of lyrics from memory to include singing with harmonies and carrying of a solo melodic line.

• Understanding of the form and expressive content of the song through; mood, phrasing, dynamics, tonal variations, accurate pitch, pulse and rhythm for the majority with clarity of diction.

• Adequately assured and projected delivery of lyrics from memory to include singing with harmonies and carrying of a solo melodic line.

• Understanding of the form and expressive content of the song through; mood, phrasing, dynamics, tonal variations, accurate pitch, pulse and rhythm for the majority with clarity of diction.

• Hesitant projection of lyrics from memory to include singing with harmonies and carrying of a solo melodic line.

• Understanding of the form and expressive content of the song is not expressed through; mood, phrasing, dynamics, tonal variations, accurate pitch, pulse and rhythm for the majority with clarity of diction not present.

• Sustained, convincing and detailed sense of character with communication of mood and meaning through facial expression, body language and prose.

• Comprehensive range of expressions, emotions and gestures demonstrated throughout with stylistic use of timing, phrasing and pace.

• Confident and detailed sense of character with communication of mood and meaning through facial expression, body language and prose.

• Good range of expressions, emotions and gestures demonstrated for the majority with stylistic use of timing, phrasing and pace.

• Adequately detailed sense of character with communication of mood and meaning through facial expression, body language and prose.

• A range of expressions, emotions and gestures demonstrated for the majority with stylistic use of timing, phrasing and pace.

• Hesitant sense of character with little communication of mood and meaning through facial expression, body language and prose.

• Limited range of expressions, emotions and gestures demonstrated for the majority with unstylistic use of timing, phrasing and pace.

• Sustained, convincing and commanding sense of spatial awareness, timing and coordination throughout.

• A range of expressive uses of the body and face to interpret and convey the meaning of the music through both group and individual choreography.

• Confident and commanding sense of spatial awareness, timing and coordination for the majority.

• Expressive uses of the body and face to interpret and convey the meaning of the music through both group and individual choreography.

• Adequate sense of spatial awareness, timing and coordination for the majority.

• Some expressive uses of the body and face to interpret and convey the meaning of the music through both group and individual choreography.

• Hesitant sense of spatial awareness, timing and coordination for the majority.

• Little expressive use of the body and face to interpret and convey the meaning of the music through both group and individual choreography.

DIST

INC

TIO

NM

ER

ITPA

SSU

NC

LA

SSIFIED

DIST

INC

TIO

NM

ER

ITPA

SSU

NC

LA

SSIFIED

DIST

INC

TIO

NM

ER

ITPA

SSU

NC

LA

SSIFIED

Assessment CriteriaGrades 6, 7 and 8 (Level Three)


www.performanceartsawards.com [email protected] Call: 0845 460 4747www.performanceartsawards.com [email protected] Call: 0845 460 4747Call: 0845 460 4747 [email protected] www.performanceartsawards.com 29

Technical Exercise

GRADES 1, 2 AND 3 GRADES 4 AND 5 GRADES 6, 7 AND 8

• Sustained and convincing ability to communicate more than one given emotion using facial expression, body language or movement.

• A clearly defined character is recognisable in each scenario.

• Confident ability to communicate more than one given emotion using facial expression, body language or movement.

• A clearly defined character is recognisable in each scenario.

• Adequate ability to communicate more than one given emotion using facial expression, body language or movement.

• A defined character is recognisable in each scenario.

• Hesitant ability to communicate more than one given emotion using facial expression, body language or movement

• Character is not clearly defined.

• Sustained and convincing basic ability to communicate a selected mood from a given list using facial expression, body language or movement.

• Confident basic ability to communicate a selected mood from a given list using facial expression, body language or movement.

• Adequate basic ability to communicate a selected mood from a given list using facial expression, body language or movement.

• Hesitant basic ability to communicate a selected mood from a given list using facial expression, body language ormovement.

• Sustained and convincing skills to communicate given emotions in two different ways using facial expression, body language,movement and prose.

• A clearly defined character is recognisable throughout each scenario.

• Confidence in communicating given emotions in two different ways using facial expression, body language, movement and prose.

• A clearly defined character is recognisable for the majority of each scenario.

• Adequate skills to communicate given emotions in two different ways using facial expression, body language, movement and prose.

•A defined character is recognisable for a part of each scenario.

• Hesitant or limited skills to communicate given emotions in two different ways using facial expression, body language,movement and prose

• Character is not clearly defined.

DIST

INC

TIO

NM

ER

ITPA

SSU

NC

LA

SSIFIED

DIST

INC

TIO

NM

ER

ITPA

SSU

NC

LA

SSIFIED

DEBUT

DIST

INC

TIO

NM

ER

ITPA

SSU

NC

LA

SSIFIED

DIST

INC

TIO

NM

ER

ITPA

SSU

NC

LA

SSIFIED

• Convincing basic ability to communicate a selected character from a given list.

• Confident basic ability to communicate a selected character from a given list.

• Adequate basic ability to communicate a selected character from a given list.

• Hesitant basic ability to communicate a selected character from a given list.



Discussion

GRADES 1, 2 AND 3 GRADES 4 AND 5 GRADES 6, 7 AND 8

• Sustained and convincing evaluation of the rehearsal process and the creative development associated with it.

• Personal view/opinion is expressed with confidence.

• Confident evaluation of the rehearsal process and the creative development associated with it.

• Personal view/opinion is expressed.

• Adequate evaluation of the rehearsal process and the creative development associated with it.

• Solely factual explanation given.

• Hesitant or limited evaluation of the rehearsal process and the creative development associated with it.

• Sustained and convincing description of own character in performance and their relationship to other characters in the scene.

• Confident description of own character in performance and their relationship to other characters in the scene.

• Adequate description of own character in performance and their relationship to other characters in the scene.

• Hesitant or limited description of own character in performance and their relationship to other characters in the scene.

• Sustained and convincing summary of the performance’s authenticity and how it was achieved.

• Personal opinions are expressed with maturity and confidence.

• Appropriate vocabulary and technical terms are used.

• Confident summary of the performance’s authenticity and how it was achieved.

• Personal opinions are expressed with confidence.


• Adequate summary of the performance’s authenticity and how it was achieved.

• Personal opinions are expressed.


• Hesitant or limited summary of the performance’s authenticity and how it was achieved.

• Personal opinions are not expressed.

• Appropriate vocabulary and technical terms are limited.

DIST

INC

TIO

NM

ER

ITPA

SSU

NC

LA

SSIFIED

DIST

INC

TIO

NM

ER

ITPA

SSU

NC

LA

SSIFIED

DEBUT

DIST

INC

TIO

NM

ER

ITPA

SSU

NC

LA

SSIFIED

DIST

INC

TIO

NM

ER

ITPA

SSU

NC

LA

SSIFIED

• Convincing description of own character in performance.

• Confident description of own character in performance.

• Adequate description of own character in performance.

• Limited description of own character in performance.


Regulations

1 Performance Arts Awards exams are open to all persons, irrespective of age and in accordance with our Equal Opportunities policy.

2 Full payment and relevant documentation must reach the Rockschool offices on or before the chosen exam period’s closing date. The dates of the exam period are inclusive of weekends and school holidays.

3 Exam entries may not be transferred from one candidate to another.

4 Any changes to the examination schedules will incur a fee. (see www.rockschool.co.uk/paa)

5 Cancellation of an exam will result in loss of the exam fee unless as a result of illness or injury. Such cases must be substantiated by a medical certificate.

6 Names on certificates will be as on candidate’s acknowledgement letter. Replacement certificates will incur a fee (see www.rockschool.co.uk/paa)

7 Once an exam date is full we will not accept any further entries for that day.

8 Performance Arts Awards reserves the right to defer exams until the next available exam period. After one deferral, an exam is guaranteed by Rockschool.

9 If a candidate wishes to defer their exam once it has been scheduled they will incur a charge of half the original exam entry fee.

10 No refunds will be given.

11 Any special needs candidates must notify the Rockschool office of any provisions needed prior to the exam.

12 Replacement certificates may be obtained by successful candidates. All replacement certificates will be marked as such and will incur a charge.

13 Rockschool operates a quality assured appeals process. All appeals must be made in writing no later than 14 days after receipt of result.

Full details of Rockschool’s appeal process are available from the Rockschool office or website.


www.rockschool.co.uk/paa

Documents

PAA Booklet extended v2:Layout 1 · PAA Booklet_extended_v2:Layout 1 09/03/2011 12:59 Page 1. PAA Booklet_extended_v2:Layout 1 09/03/2011 12:59 Page 2. Performance Arts Awards 4 General