Performance 2024 Overview of updates for Teachers
General amends • Increased Accessibility for a range of Learners – Enabling Reasonable Adjustments (RAs) whilst minimising the need for them
• NO Changes table at the front of the syllabi. All updates are summarised in this document. • New Teacher Support Materials available: How to Guides & Download centre | London academy of music & dramatic art (lamda.ac.uk)
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General amends New: Selecting pieces with sensitivity Guidance– Learners can play characters of any age, religion, race, gender and disability where it is suitable for the individual Learner and where the part can be played positively with full consideration of cultural sensitivity. Unless explicitly stated in the Examination Content, Learners presenting a published or Set text should not change the text. Character names and pronouns should remain as originally written by the playwright/author. Where a piece includes an expletive word which is deemed to be too mature for a particular Learner, that word can be replaced for another word that maintains the intent of the author. Expletive words cannot be removed. It is important in these contexts that Teachers work with Learners to ensure that they can perform their text in a way that allows the Learner to meet the Assessment Criteria. For example, ‘to demonstrate an understanding of the character’ the Learner must be able to portray the character in a way that complements the context within which pieces were originally written. Accent and language: LAMDA welcomes Learners from all over the world and encourages performances in a
wide range of individual accents. Whilst taking examinations, LAMDA encourages Learners to find clarity and intelligibility within their own accent rather than speaking in any particular accent.
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General amends • The Learner will…… Is now… The Examiner will ask the Learner…. • A legible copy…. Is now… A clean, legible, unannotated copy of the chosen poem should be provided for •
the Examiner. Assessment Criteria wording has been fully reviewed and all feedback from a range of stakeholders (including teachers and examiners) taken on board. Key changes to occur following this review include that Knowledge Criteria have been updated to make more Learner Friendly.
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Exam Regulation Updates Performance •
Expansion of the costume regulations: Full costume must not be worn. Long practice skirts, which allow freedom of movement, may be used together with small items such as scarves, hats, shawls, gloves or canes. Nudity is not permitted. Full costume changes during an examination are not permitted and any changes must be minimal and must not impact the flow of the exam.
• Expansion of the regulations around weapons Real or authentic replica weapons are not permitted
• Expansion of regulations around playing more than one character - Acting The Learner(s) should only play one character in their selected scenes. Multiple characters in a solo performance must only be played if the playwright or the style of the piece specifically calls for them to be played by one performer. This means, for example, that one Learner cannot adapt a Duologue to play both characters.
• Expansion of the third person in room regulation No unauthorised person will be allowed to be present during the examination. An ‘authorised person’ is a person (that is not being assessed), who has been permitted by LAMDA Exams to enter the examination room in line with the requirements of the Learner’s Reasonable Adjustment.
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Exam Regulation Updates Performance • Introduction of guidance on use of Music and Sound Effects Where music and/or sound effects (live or recorded) are integrated into a performance, the Learner must provide and operate their own equipment. Any use of music and/or sound effects must not affect the flow or timing of the exam.
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Exam Regulation Updates Performance • Maximum Timescales Guidance Introduced Where a maximum timescale is stated, if a Learner exceeds this time, the Examine will not mark anything presented after this time.
• Expansion of the regulations on the use of devices in an exam . This regulation has been amended for each discipline to ensure that the use of devices and security is appropriate for each type of examination. Please refer to the Exam Regulations at the start of each Discipline Section (Acting, Devising Drama and Miming). There is also further explanation in the Teacher Support Materials Available here: How to Guides & Download centre | London
academy of music & dramatic art (lamda.ac.uk)
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Exam Regulation Updates – Performance: Acting •
Own choice pieces Must NOT share any text with a Set piece Must be published by a third-party publisher. Self-Published works are not allowed. Further guidance on how to check if pieces have been ‘Self-Published’ is detailed in the Teacher Support Materials available here: How to Guides & Download centre | London academy
of music & dramatic art (lamda.ac.uk)
• Expanded Set piece guidance:
Where Published Play or Feature Film is allowed/not allowed, the text now refers to the Definitions at the back of the syllabi.
Use of Anthologies for Set or Own Choice Pieces: Acting Anthology Volume 4 or Volume 5 can be used to select Set Pieces from. Acting Anthology 4 can be used to select Own Choice Pieces from. Acting Anthology Volume 5 cannot be used to select Own Choice pieces from. An Own Choice and a Set Piece for one exam can be taken from Acting Anthology Volume 4. There is now an Additional Set Piece List which contains as a minimum the pieces from Acting Anthology Volume 4 available here: Graded Examinations for Performance | London academy of music & dramatic art (lamda.ac.uk). There may be additions to this list across the lifespan of the qualification in line with ongoing reviews.
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To be informed of any updates to the Additional Set Piece List, or the panel review process, sign up to receive the Newsletter here: LAMDA
Exams Newsletter | London academy of music & dramatic art And keep an eye on our Noticeboard here: LAMDA Exams Noticeboard | London academy of music & dramatic art
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Performance syllabus – Acting EL From
To
Update: The verb has been updated to clarify the depth and type of answer expected. There is further guidance on how to understand the Verbs in the Teacher Support Materials Available here: How to Guides & Download centre | London academy of music & dramatic art (lamda.ac.uk)
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Performance syllabus – Acting L1 • Duologue Timing Increased from 20 to 25 minutes Grade 1
• Why? Update: Simplified and more specific wording in line with feedback.
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Performance syllabus – Acting L1 Grade 2 Updates Duologue Timing Increased from 20 to 25 minutes
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U
• The verbs have been updated to clarify the depth and type of answer expected and the wording simplified in line with feedback.
There is further guidance on how to understand the Verbs in the Teacher Support Materials Available here: How to Guides & Download centre | London academy of music & dramatic art (lamda.ac.uk)
lamda.ac.uk
Performance syllabus – Acting L1 Grade 3 Updates Duologue Timing Increased from 20 to 25 minutes
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• The verbs have been updated to clarify the depth and type of answer expected and the wording •
simplified in line with feedback. Mood – was felt to be a complex concept at this level and as such in line with feedback, the AC was updated.
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Performance syllabus – Acting L2
Grade 4 Updates
• Duologue Timing Increased from 30 to 35 minutes
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• 1.2 and 2.1 Slight update to improve the clarity of expectations • 2.2 Adequate changed to Effective – more specific word, felt more objective • 3.1 Stance raised as a challenging term to interpret – detailed review resulted in the new wording (Applied across all Qualifications, Levels, Grades and Units as required) • 4.1 and 4.2 Review resulted in updated wording felt more appropriate • 4.3 Examples allows for the demonstration of understanding of the terms
Performance syllabus – Acting L2 Grade 5 Updates Duologue Timing Increased from 30 to 35 minutes
• • Adaptations made to Performance Criteria – Aligned to Grade 4 changes
• The verbs have been updated to clarify the depth and type of answer expected and the wording simplified in line with feedback. There is further guidance on how to understand the Verbs in the Teacher Support Materials Available here: How to Guides & Download centre | London academy of music & dramatic art (lamda.ac.uk)
lamda.ac.uk
Performance syllabus – Acting L3 • Duologue timings have been increased by 5 mins at each grade:
• Modern period has been amended based on research and feedback – From 2000 onwards to 1980 onwards • Dates have been clarified to include exact dates (From 2000 onwards to From 1st January 1980)
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Performance syllabus – Acting L3 Grade 6 Updates
• Some simplifications in wording in the performance criteria – in line with previously covered amends and feedback
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Performance syllabus – Acting L3 Grade 7 Updates
• Some simplifications in wording in the performance criteria – in line with previously covered amends and feedback
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Performance syllabus – Acting L3
Grade 8 Updates Some simplifications in wording in the performance criteria – in line with previously covered amends and feedback Additional Practitioners added: The key principles and influences on acting for one of the following practitioners (chosen by the Learner*): Constantin Stanislavski, Bertolt Brecht, Jerzy Grotowski, Katie Mitchell, Kneehigh, Antonin Artaud, Joan Littlewood, Meisner, Graeae Theatre Company, Uta Hagen, Talawa and Tamasha
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Performance syllabus – Devising Drama EL • Stimulus update for the Devised scene – From:
To:
• Some simplifications in wording in the knowledge criteria – in line with previously covered amends and feedback
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Performance syllabus – Devising Drama L1 Grade 1 Updates • Duologue timing increased from 20 to 25 minutes • Stimuli updated for Devised scene 1– From:
To:
• Some simplifications in wording in the knowledge criteria – in line with previously covered amends and feedback lamda.ac.uk
Performance syllabus – Devising Drama L1 Grade 2 Updates • Duologue timing increased from 20 to 25 minutes • Stimuli updated for Devised scene 2– From:
To:
• Some simplifications in wording in the knowledge criteria – in line with previously covered amends and feedback lamda.ac.uk
Performance syllabus – Devising Drama L1 Grade 3 Updates • Duologue timing increased from 20 to 25 minutes • Stimuli updated for Devised scene 1– From: To:
Stimuli updated for Devised Scene 2From:
• Some simplifications in wording in the knowledge criteria – in line with previously covered amends and feedback lamda.ac.uk
To:
Performance syllabus – Devising Drama L2 Grade 4 Updates • Duologue timing increased from 25 to 30 minutes • Stimuli updated for Devised scene 1– From: To:
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Stimuli updated for Devised Scene 2From: A visual stimulus To: A painting Learner must bring a picture of the painting into the exam room and use it in the performance
Slight amends to the wording of the performance criteria in line with feedback (AC3.1: through appropriate movement, posture, body language and facial expression) Amends to knowledge criteria in line with previous feedback and to encourage use of own examples to demonstrate understanding
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Performance syllabus – Devising Drama L2 Grade 5 Updates • Duologue timing increased from 25 to 30 minutes • Stimuli updated for Devised scene 1– From: To:
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Stimuli updated for Devised Scene 2From:
To:
Slight amends to the wording of the performance criteria in line with feedback (AC3.1: through appropriate movement, posture, body language and facial expression) Amends to knowledge criteria verbs to clarify the depth of answers required There is further guidance on how to understand the Verbs in the Teacher Support Materials Available here: How to Guides & Download centre | London academy of music & dramatic art (lamda.ac.uk)
lamda.ac.uk
Performance syllabus – Devising Drama L3 Grade 6 Updates • Duologue timing increased from 30 to 35 minutes • Stimuli updated for Devised scene 1– From: To:
Stimuli updated for Devised Scene 2From: Contemporary Issue To: Contemporary News Article
• Slight amends to the wording of the performance criteria in line with feedback (AC3.1: through appropriate movement, posture, body language and facial expression) • Some simplifications in wording in the knowledge criteria – in line with previously covered amends and feedback
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Performance syllabus – Devising Drama L3 Grade 7 Updates • Duologue timing increased from 30 to 35 minutes • Stimuli updated for Devised scene 1–
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From:
To:
Slight amends to the wording of the performance criteria in line with feedback (AC3.1: through appropriate movement, posture, body language and facial expression) Some simplifications in wording in the knowledge criteria – in line with previously covered amends and feedback
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Performance syllabus – Devising Drama L3 Grade 8 Updates • Duologue timing increased from 35 mins to 40. • Stimuli updated for Devised scene 1, • From:
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To:
Amends to knowledge criteria verbs to clarify the depth of answers required There is further guidance on how to understand the Verbs in the Teacher Support Materials Available here: How to Guides & Download centre | London academy of music & dramatic art (lamda.ac.uk)
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Performance syllabus – All Miming • Miming was identified as a qualification that could be excellent for Learners to access when they have a range of learning conditions that affect speech (e.g. non-verbal). • On review of this discipline from an accessibility perspective, there were some characteristics/rules that needed to be changed. • We have therefore introduced some changes across the qualification to improve accessibility, minimise the need for RA whilst still allowing for RAs to be made. Key changes: • The option to verbally introduce or use a Sign to Introduce Pieces • Use of a note pad or electronic device to write answers to knowledge questions • Use of the above without the need for an RA application (if the Learner can fulfil the time requirements) • Guidance to submit an RA if the Learner needs extra time to write their answers or requires additional adjustments.
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Performance syllabus – Miming Exam Regulations Additions to the regulations: 5. Where music and/or sound effects (live or recorded) are integrated into a performance, the Learner must provide and operate their own equipment. Any use of music and/or sound effects must not affect the flow or timing of the exam. 6. Electronic devices, such as mobile phones, tablets, e-readers and laptops cannot be brought into, or used in the examination room unless it is: • Required to play music/sound effects, is in airplane mode and the screen is visible to the examiner throughout the period of use • Authorised as part of a LAMDA authorised Reasonable Adjustment and is only used in line with the approved adjustment • Shown to the Examiner at the start of the Examination to verify its status (it is off or in airplane mode) • Only used for the part(s) of the exam where it is required and is placed out of the reach and view of the Learner for all other sections • Being used as an electronic note pad, does not breach any requirements laid out in this regulation and is used in line with the instructions laid out in regulation 11 8. The Learner(s) should only play one character in each Mime and/or Mime Scene(s). 10. Where a maximum timescale is stated, if a Learner exceeds this time, the Examiner will not mark anything presented after this time. 11. Knowledge questions for Mime exams may be answered verbally or by writing a response to the examiner’s questions within the exam. If using writing as a method of communication, the Learner must provide all the resources to facilitate this. Paper or screens used to write responses must be clean and free from any notes or annotations. If a Learner can write their response on paper or an electronic note pad (in line with Regulation 6) in full view of the Examiner and does not require additional time to complete this, then there is no requirement to submit a Reasonable Adjustment. In the following circumstances, we highly recommend that a Reasonable Adjustment application is made in line with the timescales laid out in the LAMDA Policy (at least 6 weeks in advance of the exam date). • If a Learner requires extra exam time to write their responses • If a Learner communicates with the aid of a BSL or Makaton interpreter • If a Learner requires any other Reasonable Adjustments We now offer the option for learners to present the title of their pieces, written on a sign at the start of the examination: The Examiner will ask the Learner(s) to announce the title prior to the performance. The learner can verbally provide this information, or they can prepare, in writing, on a sign that they can show to the Examiner. If a sign is used, the wording can be handwritten or printed, but must be clear and legible.
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Performance syllabus – Miming EL • Solo Timing Increased from 10 to 15 minutes • Duologue Timing Increased from 15 to 20 minutes • Stimuli updated for the mime scene • From:
To:
• Some simplifications in wording in the knowledge criteria – in line with previously covered amends and feedback
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Performance syllabus – Miming L1 Grade 1 Updates • Solo Timing Increased from 10 to 20 minutes. Duologue Timing Increased from 15 to 25 minutes • Stimuli updated for the mime • From: To:
• Stimuli updated for the mime scene • From: • The sporting event : lamda.ac.uk
To: The swimming pool
Performance syllabus – Miming L1 Grade 1 Updates cont’d Amended Performance Criteria to increase accessibility for a range of Learners (where a Learner has a disability related to the upper body, please submit a reasonable adjustment applications) Some simplifications in wording in the performance criteria – in line with previously covered amends and feedback
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Performance syllabus – Miming L1 Grade 1 Updates cont’d • Some simplifications in wording in the knowledge criteria – in line with previously covered amends and feedback
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Performance syllabus – Miming L1 Grade 2 Updates
• Solo Timing Increased from 10 to 20 minutes. • Duologue Timing Increased from 15 to 25 minutes • Stimuli updated for the mime scene • From:
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To:
Performance syllabus – Miming L1 Grade 2 Updates Cont’d
Some simplifications in wording of the assessment criteria – in line with previously covered amends and feedback
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Performance syllabus – Miming L1 Grade 3 Updates • Solo Timing Increased from 10 to 20 minutes. • Duologue Timing Increased from 15 to 25 minutes • Stimuli updated for the mime scene • From:
• Stimuli updated for the mime scene • From:
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To:
To:
Performance syllabus – Miming L1 Grade 3 Updates Cont’d • Some simplifications and amendments in wording in the assessment criteria – in line with previously covered amends and feedback and to improve scope for reasonable adjustments when applications are made (AC1.1)
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Performance syllabus – Miming L2 Grade 4 Updates • Solo Timing Increased from 20 to 25 minutes. • Duologue Timing Increased from 25 to 30 minutes • Stimuli updated for the mime scene • From:
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To:
Performance syllabus – Miming L2 Grade 4 Updates Cont’d
Some simplifications and amendments in wording of the assessment criteria – in line with previously covered amends and feedback
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Performance syllabus – Miming L2 Grade 5 Updates • Solo Timing Increased from 20 to 25 minutes. • Duologue Timing Increased from 25 to 30 minutes
• Stimuli updated for the mime scene • From: Learners will perform a prepared mime depicting a mammal, bird or reptile • To: Learners will perform a prepared mime depicting a mythical creature.
• Some simplifications of the assessment criteria wording: In line with previously covered amends and feedback • Amends to knowledge criteria verbs to clarify the depth of answers required
There is further guidance on how to understand the Verbs in the Teacher Support Materials Available here: How to Guides & Download centre | London academy of music & dramatic art (lamda.ac.uk)
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Performance syllabus – Miming L3 Grade 6 Updates • Solo Timing Increased from 25 to 30 minutes. • Duologue Timing Increased from 35 to 40 minutes • Stimuli updated for the mime scene in line with feedback • From: Learners will perform a prepared mime scene of their own choice using a cultural or historical context. • To: Learners will perform a prepared mime scene of their own choice using a historical context.
• Some simplifications of the assessment criteria wording: In line with previously covered amends and feedback • Amends to knowledge criteria verbs to clarify the depth of answers required
There is further guidance on how to understand the Verbs in the Teacher Support Materials Available here: How to Guides Download centre | London academy of music & dramatic art (lamda.ac.uk)
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Performance syllabus – Miming L3 Grade 7 Updates • Solo Timing Increased from 25 to 30 minutes. • Duologue Timing Increased from 35 to 40 minutes. • Stimuli updated for the mime scene • From:
To:
Some simplifications of the assessment criteria wording: In line with previously covered amends and feedback
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Performance syllabus – Miming L3 Grade 8 Updates • Solo Timing Increased from 30 to 35 minutes. • Duologue Timing Increased from 40 to 45 minutes.
• Some simplifications of the assessment criteria wording: In line with previously covered amends and feedback • Amends to knowledge criteria verbs to clarify the depth of answers required There is further guidance on how to understand the Verbs in the Teacher Support Materials Available here: How to Guides & Download centre | London academy of music & dramatic art (lamda.ac.uk)
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Performance syllabus – Miming L3 Grade 8 Updates – Cont’d LO4 has been updated to provide scope for selection of one influential practitioner, rather than selecting from the list. This update was made in line with feedback received.
Please note: In order for the Learner to be able to fully meet all aspects of the assessment criteria, they must select a practitioner who has influenced the development and presentation of mime. Further detail can be found in Teacher Support Materials available here: How to Guides & Download centre | London academy of music & dramatic art (lamda.ac.uk)
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