Musical Theatre Syllabus

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

GRADE EXAMS
Musical Theatre Group

GRADE EXAMS
Contents
Performance Arts Awards
General Info
Debut Exam
Exam for Grades 1, 2 and 3
Exam for Grades 4 and 5
Exam for Grades 6, 7 and 8
Group Grade Units
Assessment Criteria
Regulations
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info@performanceartsawards.com
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5
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10
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www.rockschool.co.uk/paa
Rockschool Performance Arts Awards
Why choose PAA exams?

PAA examinations are the IDEAL way to measure, assess and reward students progress
throughout the year. PAAs 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:
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
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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.5
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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Suggested Repertoire and

Performance Ideas
Candidates,Teachers and Principals entering for PAA exams are expected to choose their
own material for the performance aspect of the qualification. PAA do not make any
compulsory recommendations for material selection however each performance is required
to relate to our timing and assessment criteria.
Performance Arts Awards now have exclusive repertoire suggestions and performance ideas
compiled by our team of experts at Rockschool.The repertoire can be accessed via our website:
Our live repertoire catalogue is regularly updated to give you the best access to current
suggestions if you are unable to get internet access we can send you a list of our up-todate recommendations by post or fax. Please contact the Rockschool office on 0845 460 4747.
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 Periods for 2014/2015

The current exam periods can be found at www.rockschool.co.uk/paa
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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Debut (Entry Level)

1. Performance
The group performance will last 6-8 minutes and should allow each candidate an opportunity to
engage in all three disciplines.
Debut Level candidates should be able to show basic skills in acting whilst exhibiting an
awareness of characterisation and mood. When singing, Debut candidates should be able to
deliver lyrics with some degree of accuracy and display a sense of coordination throughout
dance numbers.
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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Grades 1, 2 and 3 (Level One)

1. Performance
The group performance for grades 1, 2 and 3 should adhere to the following times:
Grade 1: 10 - 12mins
At Grades 1, 2 and 3 candidates are expected to demonstrate a basic ability to combine an

understanding 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
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.
10
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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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Grades 4 and 5 (Level Two)

1. Performance
The group performance at grades 4 and 5 should be the following in length:
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.
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).
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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Grades 6, 7 and 8 (Level Three)

1. Performance
Grades 6, 7 and 8 should be the following in length:
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.
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.
14
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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: Im 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: Im 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. 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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15
Group Debut Unit

Unit Title:
Musical Theatre Performance Debut
Credit Level: Entry

Credit Value: 4
Unit Code: PAA 100
LEARNING OUTCOMES
The learner will be able to:
ASSESSMENT REQUIREMENTS
The learner can:
1.0 Demonstrate the skills necessary to

perform a piece of musical theatre.
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:
ACTING
a
basic communication of character
and mood
SINGING
b
delivery of lyrics with accurate
pitch, pulse and rhythm
and/or
SOUNDSCAPE
appropriate pitch, rhythm and timing
DANCING/MOVEMENT
c
sense of co-ordination and timing
2.0 Demonstrate prescribed fundamental

character states.
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:
3.0 Demonstrate basic understanding of

character in performance.
16
3.1 Give a brief description of own character

and favourite elements of performance
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Group Grade 1 Unit

Unit Title:
Musical Theatre Performance Grade 1
Credit Level: One

Credit Value: 6
Unit Code: PAA 101
LEARNING OUTCOMES
The learner can:

1.1 In a group performance lasting between

10 and 12 minutes, show a basic ability
to integrate acting, singing and dancing.
ACTING
a
and mood
SINGING
b
delivery of lyrics from memory with
accurate pitch, pulse and rhythm
and/or
SOUNDSCAPE
DANCING/MOVEMENT
c

expressive states

of the following emotions (from given
scenarios) through use of speech, facial
expression, body language or movement:
happiness
anger
sadness

the performance.
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3.1 Give a brief description of own

character and relationship to other
characters in the scene
17
Group Grade 2 Unit

Unit Title:
Credit Level: One

Credit Value: 8
Unit Code: PAA 102
LEARNING OUTCOMES
The learner can:


12 and 14 minutes, show a basic ability
to integrate acting, singing and dancing.
ACTING
a
and mood
SINGING
b
and/or
SOUNDSCAPE
DANCING/MOVEMENT
c

expressive states.

scenarios) through use of speech, facial
expression, body language or movement:
happiness sadness
anger
surprise

the performance.
18
3.1 Give a brief description of own

character and relationship to other
characters in the scene
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Group Grade 3 Unit

Unit Title:
Credit Level: One

Credit Value: 10
Unit Code: PAA 103
LEARNING OUTCOMES
The learner can:

1.1 1n a group performance lasting between

14 and 16 minutes, show a basic ability to
integrate acting, singing and dancing.
ACTING
a
and mood
SINGING
b
and/or
SOUNDSCAPE
DANCING/MOVEMENT
c

expressive states.
2.1 Show a basic ability to communicate two

scenarios) through use of facial expression,
body language, movement and speech:
happiness
surprise
anger
fear
sadness

the performance.
3.1 Give a brief description of own character

and relationship to other characters
in the scene
3.2 Give a brief description of one emotion
connected with the character outlined
in 3.1 and how it was achieved.
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19
Group Grade 4 Unit

Unit Title:
Credit Level: Two

Credit Value: 13
Unit Code: PAA 201
LEARNING OUTCOMES
The learner can:

perform an integrated piece of musical
theatre.

16 and 18 minutes, show an ability to move
between acting, singing and dancing
stylistically and fluently. To include all of
the following:
ACTING
a
A well defined sense of character with
communication of mood and meaning
throughout.
SINGING
b
Assured and audible delivery of lyrics from
memory with accurate pitch, pulse and
rhythm and evidence of dynamic variation
DANCING/MOVEMENT
c
Assured sense of spatial awareness,
coordination and timing

expressive states.
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

the performance.
20
3.1 Evaluate the rehearsal process of 1.1

and the creative development
associated with it
Call: 0845 460 4747
Group Grade 5 Unit

Unit Title:
Credit Level: Two

Credit Value: 15
Unit Code: PAA 202
LEARNING OUTCOMES
The learner can:

perform an integrated piece of musical
theatre.

18 and 20 minutes, show an ability to move
between acting, singing and dancing
stylistically and fluently. To include all of
the following:
ACTING
a
A well defined sense of character with
communication of mood and meaning
throughout.
SINGING
b
Assured and audible delivery of lyrics from
memory with accurate pitch, pulse and
rhythm and evidence of dynamic variation
DANCING/MOVEMENT
c
Assured sense of spatial awareness,

expressive states.
2.1 Show an ability to communicate three of

the following emotions through speech, facial
expression, body language and movement:
happiness
anger
fear
sadness
surprise

the performance.
Call: 0845 460 4747
3.1 Evaluate the rehearsal process of 1.1

and the creative development
associated with it
21
Group Grade 6 Unit

Unit Title:
Credit Level: Three

Credit Value: 17
Unit Code: PAA 301
LEARNING OUTCOMES
The learner can:
1.0 Demonstrate the skills

necessary to perform an
integrated piece of musical
theatre.
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:
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.
Demonstration of unified choreography
Demonstration of individual choreography within the group
2.0 Demonstrate prescribed

fundamental
expressive states.
2.1 Show skills to communicate one of the following emotions

in two different ways using facial expression, speech, body
language and movement:
happiness sadness
anger
surprise
fear
3.0 Demonstrate an advanced

understanding of the
performance.
22
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3.1 Summarise the authenticity of the performance in 1.1

and how this was achieved.
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Group Grade 7 Unit

Unit Title:
Credit Level: Three

Credit Value: 19
Unit Code: PAA 302
LEARNING OUTCOMES
The learner can:

theatre.

ACTING
a
A detailed sense of character with communication of mood
and meaning, using a comprehensive range of expressions,
emotions and gestures throughout
b
SINGING
c
d
DANCING/MOVEMENT
e
and coordination
f

fundamental
expressive states.
2.1 Show skills to communicate two of the following emotions

happiness sadness
anger
surprise
fear

performance.
Call: 0845 460 4747

23
Group Grade 8 Unit

Unit Title:
Credit Level: Three

Credit Value: 24
Unit Code: PAA 303
LEARNING OUTCOMES
theatre.
The learner can:
ACTING
a
A detailed sense of character with communication of mood
and meaning, using a comprehensive range of expressions,
emotions and gestures throughout
b
SINGING
c
d
DANCING/MOVEMENT
e
and coordination
f

fundamental
expressive states.
2.1 Show skills to communicate three of the following emotions

sadness
happiness
anger
surprise
fear
love

performance.
24

3.2 Discuss the planning involved and its intentions
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Assessment Criteria
Debut (Entry Level) Performance
SINGING/
SOUNDSCAPE
ACTING
Convincing sense of character,
mood and meaning throughout.
Confident delivery of lyrics

(if applicable) with accurate
pitch/pulse/rhythm for
the majority.
Confident sense of character

for the majority.
Confident coordination
and timing for the majority.
MERIT
MERIT
MERIT
Adequate delivery of lyrics

(if applicable) with generally
accurate pitch/pulse/rhythm
for the majority.
Adequate sense of character

for the majority.
Adequate coordination and

timing for the majority.
PASS
PASS
PASS
Hesitant sense of character
for the majority.
Hesitant delivery of lyrics

(if applicable) with inaccurate
pitch, pulse and rhythm for
the majority.
Hesitant coordination
UNCLASSIFIED
UNCLASSIFIED
UNCLASSIFIED
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Convincing coordination
and timing throughout.
DISTINCTION
DISTINCTION
DISTINCTION
Convincing delivery of lyrics

(if applicable) with accurate
pitch/pulse/rhythm throughout.
DANCING/MOVEMENT
25
Assessment Criteria
Grades 1, 2 and 3 (Level One)
SINGING/
SOUNDSCAPE
ACTING
DISTINCTION
MERIT
Adequate delivery of lyrics

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

with inaccurate pitch, pulse and
rhythm for the majority.
Adequate sense of
coordination and timing for
the majority.
PASS
UNCLASSIFIED
UNCLASSIFIED
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

Confident delivery of lyrics

with accurate pitch/pulse/
PASS
PASS
Adequate communication of
for the majority, using adequate
facial expression and body
language.
Sustained and convincing

delivery of lyrics (if applicable)
from memory with accurate
pitch/pulse/rhythm throughout.
MERIT
MERIT
Confident communication of
for the majority, using good
facial expression and body
language.
DISTINCTION
DISTINCTION
26

communication of character,
mood and meaning throughout,
using convincing facial
expression and body language.
DANCING/MOVEMENT
Hesitant sense of
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.
UNCLASSIFIED
Hesitant and inaudible delivery

of lyrics from memory with
inaccurate pitch, pulse and
Dynamics are not evident
and diction is unclear.
PASS
Adequate and audible delivery

for the majority.
Dynamics are evident or there
is clarity of diction.
MERIT
Confident and audible delivery

for the majority.
A variety of dynamics are
employed and diction is clear.
DISTINCTION
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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
Adequately defined character

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

character with mood and
meaning communicated for the
majority, using facial expression,
body language and prose
(if applicable).
DISTINCTION
DISTINCTION
Sustained, convincing and well

defined character with mood
and meaning communicated
throughout, using facial
expression, body language and
prose (if applicable).
DANCING/MOVEMENT
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
Commitment shown to the
sequence and there is fluidity
of movement.
Adequately assured sense of

Some commitment shown to
the sequence and there is some
fluidity of movement.
Hesitant and unsure sense of

No commitment shown to the
sequence and there is no fluidity
of movement.
27
Assessment Criteria
Grades 6, 7 and 8 (Level Three)
UNCLASSIFIED
Hesitant sense of character with

little communication of mood
and meaning through facial
prose.
Limited range of expressions,
emotions and gestures
demonstrated for the majority
with unstylistic use of timing,
phrasing and pace.
PASS
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.
Adequately detailed sense of

character with communication
of mood and meaning through
facial expression, body language
and prose.
A range of expressions,
with stylistic use of timing,
phrasing and pace.
MERIT
Adequately assured and

projected delivery of lyrics from
memory to include singing with
harmonies and carrying of a
solo melodic line.
through; mood, phrasing,
dynamics, tonal variations,
for the majority with clarity of
diction.
Confident and detailed sense of

character with communication
of mood and meaning through
facial expression, body language
and prose.
Good range of expressions,
with stylistic use of timing,
phrasing and pace.
DANCING/MOVEMENT
DISTINCTION
Confident, assured and

projected delivery of lyrics from
memory to include singing with
harmonies and carrying of a
solo melodic line.
through; mood, phrasing,
dynamics, tonal variations,
for the majority with clarity of
diction.
UNCLASSIFIED
UNCLASSIFIED
Sustained, convincing, assured

and projected delivery of lyrics
from memory to include singing
with harmonies and carrying of
a solo melodic line.
is expressed through; mood,
phrasing, dynamics, tonal
variations, accurate pitch, pulse
and rhythm throughout with
clarity of diction.
PASS
PASS

detailed sense of character with
communication of mood and
meaning through facial
prose.
Comprehensive range of
expressions, emotions and
gestures demonstrated
throughout with stylistic use of
timing, phrasing and pace.
MERIT
MERIT
SINGING
DISTINCTION
DISTINCTION
28
ACTING

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

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
Hesitant sense of spatial

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
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Technical Exercise
GRADES 6, 7 AND 8
Convincing basic ability

to communicate a
selected character from
a given list.
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
A clearly defined
character is
recognisable in each
scenario.

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.
Confident basic ability

to communicate a
a given list.
Confident ability to
A clearly defined
character is
scenario.
UNCLASSIFIED
Hesitant ability to
language or movement
Character is not
clearly defined.
PASS
Adequate ability to
A defined character is
scenario.
MERIT
UNCLASSIFIED
UNCLASSIFIED
UNCLASSIFIED
Hesitant basic ability to

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

to communicate a
expression, body
MERIT
MERIT
MERIT
Adequate basic ability
to communicate a
a given list.
Confident basic ability

to communicate a
expression, body
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
ways using facial
movement and prose.
A defined character is
recognisable for a part of
each scenario.
Hesitant or limited skills

to communicate given
ways using facial
movement and prose
Character is not
clearly defined.
www.performanceartsawards.com
Call: 0845 460 4747 29
Call:
0845 460 4747
www.performanceartsawards.com
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.
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.
expressed with
confidence.
Appropriate vocabulary
and technical terms
are used.
PASS
UNCLASSIFIED
UNCLASSIFIED
UNCLASSIFIED
Hesitant or limited
description of own
character in
performance and their
relationship to other
characters in the scene.
PASS
PASS
PASS
30
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.
expressed with maturity
and confidence.
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.
not expressed.
and technical terms
are limited.
Call: 0845 460 4747
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.
Call: 0845 460 4747
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Musical Theatre Syllabus

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Musical Theatre Syllabus

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

Musical Theatre Group

PAA Booklet_extended_v2:Layout 1 09/03/2011 12:59 Page 2

PAA Booklet_extended_v2:Layout 1 09/03/2011 12:59 Page 3

Musical Theatre Group

Call: 0845 460 4747

PAA Booklet_extended_v2:Layout 1 09/03/2011 12:59 Page 4

Rockschool Performance Arts Awards

Why choose PAA exams?

PAA qualifications carry the following QCF credits:

Call: 0845 460 4747

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Suggested Repertoire and

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Exam Periods for 2014/2015

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PAA Booklet_extended_v2:Layout 1 09/03/2011 12:59 Page 9

Debut (Entry Level)

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PAA Booklet_extended_v2:Layout 1 09/03/2011 12:59 Page 10

Grades 1, 2 and 3 (Level One)

At Grades 1, 2 and 3 candidates are expected to demonstrate a basic ability to combine an

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PAA Booklet_extended_v2:Layout 1 09/03/2011 12:59 Page 11

Call: 0845 460 4747

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

Grades 4 and 5 (Level Two)

Call: 0845 460 4747

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PAA Booklet_extended_v2:Layout 1 09/03/2011 12:59 Page 14

Grades 6, 7 and 8 (Level Three)

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PAA Booklet_extended_v2:Layout 1 09/03/2011 12:59 Page 15

Example Scenario (Happiness)

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PAA Booklet_extended_v2:Layout 1 09/03/2011 12:59 Page 16

Group Debut Unit

Musical Theatre Performance Debut

Credit Level: Entry

1.0 Demonstrate the skills necessary to

1.1 In a group performance lasting 6 to 8

2.0 Demonstrate prescribed fundamental

2.1 Show a basic ability to communicate one

3.0 Demonstrate basic understanding of

3.1 Give a brief description of own character

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PAA Booklet_extended_v2:Layout 1 09/03/2011 12:59 Page 17

Group Grade 1 Unit

Musical Theatre Performance Grade 1

Credit Level: One

1.0 Demonstrate the skills necessary to

1.1 In a group performance lasting between

2.0 Demonstrate prescribed fundamental

2.1 Show a basic ability to communicate one

3.0 Demonstrate basic understanding of

Call: 0845 460 4747

3.1 Give a brief description of own

PAA Booklet_extended_v2:Layout 1 09/03/2011 12:59 Page 18

Group Grade 2 Unit

Musical Theatre Performance Grade 2

Credit Level: One

1.0 Demonstrate the skills necessary to

1.1 In a group performance lasting between