Professional Documents
Culture Documents
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5
9
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Credits
Debut
8 - 14
10 - 17
10
11 - 20
13
28 - 39
15
32 - 44
17
20-40
43 - 70
19
35-55
53 - 86
24
45-65
66 - 108
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UCAS Points
QCDA Performance
Points (depending on result)
Grade
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General Info
The following guide provides you with all the information you need to successfully conduct
Performance Arts Awards exams.
The Exam
PAA group exams are assessed using three distinct sections:
Performance
Technical exercise
Group discussion
Each section is tailored to maximise examiners opportunities to successfully examine
individual candidates within a group piece, whilst also allowing performers to express
themselves creatively and artistically.
Group Exam
PAA Examiners are trained to assess 9 candidates within a group performance at any one
time, so if the group size exceeds this number, performances must be conducted more than
once; in this case the technical exercise and discussion aspect of the exam will take place
between 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 certain
criteria must be met for candidates to be assessed successfully.
The examiner will be looking for skills in acting, singing and dancing throughout the piece so
it 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 candidates proficiency in portraying a particular
emotion. As students progress through the grades the intensity and length of each exercise
is proportionally increased.
The assessment is concluded with a workshop style group discussion between the examiner
and the candidates. In a relaxed and informal way students will be asked to articulate an
understanding of their role within the group performance.
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Audiences
For group exams audiences are permitted to watch the performance;
however technical exercises and group discussions must be conducted between the
candidates and examiner only.
Weighting
The performance aspect represents sixty percent of the overall grade while the technical
exercise and discussion elements represent twenty percent each.
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Results
Candidates 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 result
is 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 the
original copy of their report slip, which gives a break down of the marks and an overall
comment. Successful candidates will also receive an official Rockschool Performance Arts Awards
certificate.
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Exam Centres
Performance 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 Fees
PAA operates a minimum fee policy for group exams, which for 2014/2015 will be 450
per session (Half Day). Exam fees (per candidate) are as follows:
Grade
Price
Debut
12.50
15.00
17.50
20.00
22.50
25.00
27.50
30.00
32.50
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2.Technical Exercise
In no more than 4 seconds each candidate will be asked to communicate a basic sense of
character based on one of four animals (kanagroo, owl, cat and snake). An examiner will be
looking for use of facial expression and movement.
Example
Examiner: (Candidates name), Pretend you are a cat.
The candidate should then go on to show their character.
3. Discussion
The discussion element at Debut is informal: an examiner will ask one question per candidate
and will be looking for a simple understanding of each candidates role within the performance.
(For more details about Debut see page 16)
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Grade 2: 12 - 14mins
Grade 3: 14 - 16mins
2.Technical Exercise
The 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 scenarios
for 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.
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3. Discussion
The 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 to
their character their favourite part of the performance. Basic questions about the rehearsal
process may also be asked.
Grade 3: As with grades 1 and 2 the examiner will ask about character but will also ask the
candidate about their character's emotions during the performance and how they used their
voice and physicality to portray the emotions.
(For more details about Grades 1, 2 and 3 see units on pages 17 to 19)
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Grade 5: 18 - 20mins
Candidates are generally expected to be performing at GCSE standard and should exhibit
greater proficiency and fluency during the transitions between acting, singing and dancing.
Examiners will expect a degree of independence in performance delivery between
candidates.The sense of character and standard of dancing/singing should be assured
and confident throughout the piece.
Suggested repertoire can be located at www.rockschool.co.uk/paa
2.Technical Exercise
At 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 emotions
will be different for each candidate).
Example Scenario (Happiness)
Examiner: Happiness...You are happy because...
Candidate: I have passed my mock exams.
The candidate should then go on to perform the scenario.
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3. Discussion
The assessment is completed with a group discussion between the examiner and the
candidates.They will be asked to articulate an understanding of their role within the group
performance and assess the rehearsal process. At Grades 4 and 5 candidates must
demonstrate 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)
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Grade 7: 23 - 26mins
Grade 8: 26 - 30mins
At Level Three it is essential that each candidate has an opportunity to exhibit all three
disciplines independently of other performers on the stage we require that each student
at 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 well
as an ability to integrate acting, singing and dancing with fluency.
Suggested repertoire can be located at www.rockschool.co.uk/paa
2.Technical Exercise
The 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 emotions
Grade 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.
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3. Discussion
The discussion element at Level Three should be comprehensive and spontaneous with the
examiner having to add little to the conversation. Candidates are expected to contribute
extensively and display a distinct understanding of how they achieved authenticity within their
performance. Performers must also be ready to comment on each stage of the process from
initial planning to final performance. A sense of communication is vital to the discussion for
Grades 6, 7 and 8.
The examiner will ask the group detailed questions with reference to individual characters as
well 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 to
note that Level Three discussions should be organic and as such the discussion may feature
topics that arent included above.
(For more details about Grades 6, 7 and 8 see units on pages 22 to 24)
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ASSESSMENT REQUIREMENTS
The learner can:
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ASSESSMENT REQUIREMENTS
The learner can:
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ASSESSMENT REQUIREMENTS
The learner can:
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ASSESSMENT REQUIREMENTS
The learner can:
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ASSESSMENT REQUIREMENTS
The learner can:
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ASSESSMENT REQUIREMENTS
The learner can:
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ASSESSMENT REQUIREMENTS
The learner can:
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ASSESSMENT REQUIREMENTS
The learner can:
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ASSESSMENT REQUIREMENTS
The learner can:
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:
ACTING
a
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
SINGING
c
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/MOVEMENT
e
Commanding sense of spatial awareness, timing
and coordination
f
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
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Assessment Criteria
Debut (Entry Level) Performance
SINGING/
SOUNDSCAPE
ACTING
Convincing sense of character,
mood and meaning throughout.
Confident coordination
and timing for the majority.
MERIT
MERIT
MERIT
PASS
PASS
PASS
Hesitant sense of character
for the majority.
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Hesitant coordination
and timing for the majority.
UNCLASSIFIED
UNCLASSIFIED
UNCLASSIFIED
Convincing coordination
and timing throughout.
DISTINCTION
DISTINCTION
DISTINCTION
DANCING/MOVEMENT
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Assessment Criteria
Grades 1, 2 and 3 (Level One)
SINGING/
SOUNDSCAPE
ACTING
DISTINCTION
MERIT
UNCLASSIFIED
Adequate sense of
coordination and timing for
the majority.
PASS
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UNCLASSIFIED
UNCLASSIFIED
Hesitant communication of
character, mood and meaning
for the majority, using facial
expression and body language.
PASS
PASS
Adequate communication of
character, mood and meaning
for the majority, using adequate
facial expression and body
language.
MERIT
MERIT
Confident communication of
character, mood and meaning
for the majority, using good
facial expression and body
language.
DISTINCTION
DISTINCTION
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DANCING/MOVEMENT
Hesitant sense of
coordination and timing
for the majority.
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Assessment Criteria
Grades 4 and 5 (Level Two)
ACTING
SINGING
Sustained, convincing and
audible delivery of lyrics from
memory with accurate pitch,
pulse and rhythm throughout.
Stylistic use of dynamics is
employed and diction is clear.
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UNCLASSIFIED
PASS
MERIT
DISTINCTION
UNCLASSIFIED
UNCLASSIFIED
Hesitant definition of
character with mood and
meaning not communicated for
the majority, facial expression
and body language not
always present.
PASS
PASS
MERIT
MERIT
DISTINCTION
DISTINCTION
DANCING/MOVEMENT
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.
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Assessment Criteria
Grades 6, 7 and 8 (Level Three)
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UNCLASSIFIED
PASS
MERIT
DANCING/MOVEMENT
DISTINCTION
UNCLASSIFIED
UNCLASSIFIED
PASS
PASS
MERIT
MERIT
SINGING
DISTINCTION
DISTINCTION
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ACTING
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Technical Exercise
GRADES 6, 7 AND 8
Sustained and
convincing basic ability
to communicate a
selected mood from a
given list using facial
expression, body
language or movement.
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.
UNCLASSIFIED
Hesitant ability to
communicate more than
one given emotion using
facial expression, body
language or movement
Character is not
clearly defined.
PASS
Adequate ability to
communicate more than
one given emotion using
facial expression, body
language or movement.
A defined character is
recognisable in each
scenario.
MERIT
UNCLASSIFIED
UNCLASSIFIED
UNCLASSIFIED
PASS
PASS
PASS
Hesitant basic ability
to communicate a
selected character
from a given list.
MERIT
MERIT
MERIT
Adequate basic ability
to communicate a
selected character from
a given list.
DISTINCTION
GRADES 4 AND 5
DISTINCTION
GRADES 1, 2 AND 3
DISTINCTION
DISTINCTION
DEBUT
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.
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Discussion
Sustained and
convincing description
of own character in
performance and their
relationship to other
characters in the scene.
DISTINCTION
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.
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Adequate summary
of the performances
authenticity and how
it was achieved.
Personal opinions are
expressed.
Appropriate
vocabulary and
technical terms are
used.
UNCLASSIFIED
Hesitant or limited
evaluation of the
rehearsal process and
the creative
development
associated with it.
Confident summary of
the performances
authenticity and
how it was achieved.
Personal opinions are
expressed with
confidence.
Appropriate vocabulary
and technical terms
are used.
PASS
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UNCLASSIFIED
UNCLASSIFIED
UNCLASSIFIED
Hesitant or limited
description of own
character in
performance and their
relationship to other
characters in the scene.
PASS
PASS
PASS
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Limited description of
own character in
performance.
Adequate description
of own character in
performance and
their relationship to
other characters in
the scene.
MERIT
MERIT
MERIT
Adequate description
of own character in
performance.
Confident description
of own character in
performance and
their relationship to
other characters in
the scene.
Sustained and
convincing summary of
the performances
authenticity and how it
was achieved.
Personal opinions are
expressed with maturity
and confidence.
Appropriate vocabulary
and technical terms
are used.
MERIT
Confident description
of own character in
performance.
Sustained and
convincing evaluation
of the rehearsal
process and the
creative development
associated with it.
Personal view/opinion
is expressed with
confidence.
GRADES 6, 7 AND 8
DISTINCTION
Convincing description
of own character in
performance.
GRADES 4 AND 5
DISTINCTION
GRADES 1, 2 AND 3
DISTINCTION
DEBUT
Hesitant or limited
summary of the
performances
authenticity and how
it was achieved.
Personal opinions are
not expressed.
Appropriate vocabulary
and technical terms
are limited.
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 periods 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 candidates 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 Rockschools appeal process are available from the
Rockschool office or website.
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