Performance Arts Awards Graded Examinations in Musical Theatre | RSL

MUSICAL
THEATREPREMIERE–GRADE 8SYLLABUSSPECIFICATION

Musical Theatre
Syllabus Specification
PREMIERE TO GRADE 8
All supporting material can be downloaded from
www.rslawards.com

Acknowledgements
Syllabus
Syllabus written and devised by: Francesca Denton
Specialist writers and consultants: Jacquie Kirke, Claire Huckle, Philip Shades, Emily Nash and Angharad Sanders
Syllabus advisors: Nik Preston, Jessica Fairfield, Philip Armstrong and Mary Keene
Publishing
Cover design: Philip Millard
Layout design: Philip Millard
Layout and sub-editor: Jennie Troup
Cover photograph: © Michael Dodge / Getty Images
Audio
Composed and produced by: Jono Harrison
Executives
Mr N. York
Mr J. Simpson
Contact
RSL
Harlequin House
Ground Floor
7 High Street
Teddington
Middlesex
TW11 8EE
Performance Arts Awards (PAA)
www.rslawards.com/performance-arts
Telephone: +44 (0)345 460 4747
Email: paa@rslawards.com
3 PAA Musical Theatre Syllabus Specification

Supporting
Audio & Video
In addition to the syllabus specification, we have also provided supporting audio and
video to give teachers and candidates additional help and guidance when studying for
a PAA exam.
How to download your content
To download the supporting audio and video you’ll need to create an RSL
account. To create an RSL account visit: www.rslawards.com/create-account.
Once you’ve created an account, you’ll be able to access the supporting
content at: www.rslawards.com/performance-arts/syllabus.
All teachers and candidates should use the supporting audio and video alongside
this syllabus specification before taking a PAA exam.

Contents
Introduction and Information
3 Acknowledgements
5 Table of Contents
6 Total Qualification Time
Section A
7 Qualification Summary
Section B
7 Assessment Information
Section C
8 Candidate Access and Registration
Section D
8 Complaints and Appeals
Section E
8 Equal Opportunities
Section F
8 Contact Information
PAA Musical Theatre Overview
9 PAA Musical Theatre Overview
10 Introduction to PAA Musical Theatre
10 The Value of RSL Qualification
10 RSL and UCAS
11 Period of Operation
11 Examination Levels and
Recommended Ages
11 Uniform for a PAA Examination
Learning Outcomes and Assessment Criteria
13 Premiere
13 Debut
14 Grade 1
15 Grade 2
16 Grade 3
17 Grade 4
18 Grade 5
19 Grade 6
20 Grade 7
21 Grade 8
Results and Grade Descriptors
23 Premiere
24 Debut
25 Grade 1
26 Grade 2
27 Grade 3
28 Grade 4
29 Grade 5
30 Grade 6
31 Grade 7
32 Grade 8
33 Definitions
34 Certification
PAA Musical Theatre Examination Structure
36 The Performance
36 The Technical Skills Demonstration
37 Understanding and Reflection
37 Suggested Repertoire
37 General Notes
38 Premiere
40 Debut
43 Grade 1
47 Grade 2
51 Grade 3
55 Grade 4
59 Grade 5
63 Grade 6
67 Grade 7
71 Grade 8
Singing Technical Assessment
Exam Study Pieces
76 Grades 1–2
77 Grades 3–4
78 Grades 5–6

Qualification Guided Learning
Hours
Practice
Hours
Total Qualification
Time
Credit
Value
Premiere 8 22 30 3
Debut 10 30 40 4
Grade 1 12 48 60 6
Grade 2 16 64 80 8
Grade 3 18 82 100 10
Grade 4 20 110 130 13
Grade 5 24 126 150 15
Grade 6 26 144 170 17
Grade 7 30 160 190 19
Grade 8 40 200 240 24
QUALIFICATION INFORMATION
Total Qualification Time Allocations for Graded Examinations
Assessment
Form of Assessment All assessments are carried out by external examiners. Candidates are required to carry out a combination of
practical tasks underpinning the technical and performance assessment.
Unit Format Unit specifications contain the Title, Unit Code, Credit Level, Credit Value, Learning Outcomes,
Assessment Criteria, Grade Descriptor, and types of evidence required for the unit.
Bands of Attainment There are four bands of assessment (Distinction, Merit, Pass and Unclassified) for the qualification as a whole.
Quality Assurance Quality Assurance ensures that all assessments are carried out to the same standard by objective sampling
and re-assessment of candidates’ work. A team of external examiners is appointed, trained and standardised
by RSL.
Assessment Summary

A.1 Aims and Broad Objectives
The aim of the Musical Theatre qualification is to provide a
flexible, progressive mastery approach to the knowledge, skills
and understanding required for Musical Theatre.
The purpose of RSL’s graded qualifications is to motivate
and encourage candidates of all ages and levels through a
system of progressive mastery and to develop and enhance
skills, knowledge and understanding in a safe and consistent way.
The qualifications are beneficial for learners wishing to progress
at their own pace through smaller steps of achievement.
These qualifications are suitable for learners in the Under 16,
16+, 16-18, 19+ age groups.
A.2 Progression
Graded qualifications provide a flexible progression route for
learners. They are a positive means of determining progress and
enable learners to learn the necessary techniques to gain entry
to FE and HE courses. Graded qualifications operate according to
a well established methodology of ‘progressive mastery’. They
tend to be more rigorous than other types of exams and for that
reason industry professionals are confident that achievement at
the highest level gained by candidates of graded qualifications
will have the skills necessary to work in other areas of the
business.
B.1 Assessment Methodology
The graded examinations in Musical Theatre are assessed using
three distinct sections:
n The Performance
n Technical Skills Demonstration
n Understanding and Reflection
Premiere candidates are assessed using
four examination components:
n Acting
n Singing
n Dancing
Debut to Grade 8 candidates are assessed using
five examination components:
n Acting
n Singing
n Dancing
n Technical skills
A.3 Qualification Structure
A graded qualification consists of a range of both practical and
knowledge based tasks which are based on detailed
requirements outlined in the relevant syllabus.
Therefore, requirements for each grade will be set out in detail
in the Unit Specifications and the Learning Outcomes and
Assessment Criteria for each unit will require knowledge, skills
and understanding of these syllabus requirements to be
demonstrated at the grade entered.
A.4 Entry Requirements
There are no entry requirements for these qualifications.
However, learners should be aware that the content at
the higher grades will require a level of knowledge and
understanding covered in previous qualifications.
B.2 Expectations of Knowledge, Skills
and Understanding
The graded examination system is one based on the principle of
‘progressive mastery’: each step in the exam chain demonstrates
learning, progression and skills in incremental steps.
Successful learning is characterised by a mastery of the
fundamental skills demanded in each grade.
Learners will be able to complete a set of practical tasks and be
tested on their underpinning knowledge (the complexity and
variety of tasks are determined by which qualification is being
attempted), which allow them to demonstrate Musical Theatre
knowledge, skills and understanding relevant to the grade. These
technical skills set a firm platform for further technical and
creative development by the learner.
B.3 Quality Assurance
All RSL examinations and graded qualifications are standardised
according to the processes and procedures laid down by RSL.
SECTION A: QUALIFICATION SUMMARY
SECTION B: ASSESSMENT INFORMATION

C.1 Access and Registration
The qualifications will:
n be available to everyone who is capable of reaching the
required standards
n be free from any barriers that restrict access and progression
n offer equal opportunities for all wishing to access
the qualifications
At the point of application, RSL will ensure that all candidates
are fully informed about the requirements and demands
of the qualification.
Candidates may enter online for any of the qualifications
at various points in the calendar year in territories throughout
the world. Dates will be published on the website at
www.rslawards.com.
C.2 Recommended Prior Learning
Learners are not required to have any prior learning for these
qualifications. However, learners should ensure that they are
aware of the requirements and expectations of each grade prior
to entering for an assessment.
SECTION C: CANDIDATE ACCESS AND REGISTRATION
SECTION D: COMPLAINTS AND APPEALS
All procedural complaints and appeals, including malpractice and requests for reasonable adjustments/special considerations,
can be found on the RSL website www.rslawards.com.
SECTION E: EQUAL OPPORTUNITIES POLICY
RSL’s Equal Opportunities policy can be found on the RSL website www.rslawards.com.
SECTION F: CONTACTS FOR HELP SUPPORT
All correspondence should be directed to:
RSL
Harlequin House
Ground Floor
7 High Street
Teddington
Middlesex
TW11 8EE
Or info@rslawards.com

9 Performance Arts Awards Musical Theatre Syllabus Specification
Overview
The Performance Arts Awards (PAA) examinations are an ideal way for teachers and
students to measure, assess and reward progress throughout the year. Performance Arts
Awards are a part of the RSL family, awarding the Contemporary Arts in music through
Rockschool and the Performing Arts through PAA.

Musical Theatre exams encourage the development of learners
within a group performance. RSL is the only examination board
that assesses a group performance in Musical Theatre, awarding
each candidate an individual grade and certification.
Candidates are required to demonstrate their practical skills
within a group performance followed by a technical skill
assessment and a discussion.
Candidates taking a PAA examination will not only gain
practical performance skills but are encouraged to reflect on
their performance and the rehearsal process, developing their
understanding of the material, characters, and the creative
choices made on and off the stage. PAA is proud to offer an
accessible exam for all candidates, encouraging development of
well-rounded and highly skilled performers. PAA encourages
creativity; the performance material selected is of free choice to
the teacher or candidates. A musical theatre piece or an original
selection of work is permitted, with candidates performing all
three genres of acting, singing and dancing throughout the
examination, in a practical format that can be tailored to suit each
centre and its students.
PAA examinations in Musical Theatre are designed to
develop the skills necessary to communicate the dramatic
content of musical text in a group, to an audience. Candidates
who prepare themselves appropriately will develop relevant skills
through exploration of singing, dance and acting techniques, to
include:
n Style, form and movement
n Character and subtext
n Voice and diction
n Relationships between characters
n Group and communication skills
The Value of RSL Qualifications
RSL advocates an open-access approach to qualifications,
providing a range of syllabi, designed to accommodate a wide
variety of candidates of different ages, experience and levels of
achievement. RSL qualifications are listed on the Regulated
Qualifications Framework (RQF) in England and Northern Ireland
by the Office of Qualifications and Examination Regulation
(Ofqual). RSL is committed to maintaining and improving its
reputation for excellence by providing high-quality education
and training through its syllabi, examinations
and resources.
RSL and UCAS
For students applying for work or University, many potential
employers see Graded Performance Exams in a very positive
way. Recognised qualifications demonstrate an ability to
dedicate commitment to extra-curricular activities, providing
evidence of versatility which many students find beneficial
within UCAS (Universities Colleges Admissions Service)
applications and for university entrance interviews.
Our qualifications carry allocated points on the UCAS tariff.
For full details relating to the allocation of points for our
qualifications, please see:
www.rslawards.com/about-us/ucas-points
OVERVIEW
Introduction

Period of Operation
This syllabus specification covers Musical Theatre Graded
Examinations from July 2016.
Estimated Examination Time – Not including the performance
running time:
n PREMIERE: 15 minutes
n DEBUT: 15 minutes
n GRADE 1: 20 minutes
Examination Levels
PAA Musical Theatre examinations are offered at four levels:
n ENTRY LEVEL – Premiere and Debut
n LEVEL 1: Grades 1–3
Recommended Ages
for PAA Examinations
Although RSL imposes no minimum or maximum age limit,
teachers should ensure candidates are fully prepared for all
aspects of the examination. It is advisable for candidates to enter
for a suitable and attainable level for their individual age, overall
maturity and ability to meet the Assessment Criteria published in
this syllabus specification. The following age recommendations
are a suggestion only:
Grade Qualification Suggested Entry Age RQF Level
Premiere 4–5 years Entry Level
Debut 5–6 years Entry Level
1 7–8 years Level 1
6 16+ Level 3
7 16+ Level 3
8 16+ Level 3
Uniform for PAA Examination
A uniform for the examination is not prescribed but should be
appropriate to the style and genre. Candidates must present
themselves appropriately for an examination and adhere to
health and safety regulations. Teachers must ensure the
following:
n Hair is neatly tied back.
n Dance wear is appropriate and allows examiners to see the
body, line and form clearly.
n The choice of dance shoes or bare feet is appropriate to
the style.
n All jewellery is removed.
n Any costume or props used during the performance are
carefully considered.
OVERVIEW

Learning
Outcomes and
Assessment
Criteria
The Learning Outcomes and Assessment Criteria detail the examination requirements
and levels of proficiency candidates need to achieve in order to secure a Pass, Merit or
Distinction when taking a PAA Musical Theatre Examination.

ENTRYLEVEL
ASSESSMENT CRITERIA
PREMIERE
Title RSL Entry Level Award in Musical Theatre Performance – Entry 2
Level Entry Level 2
Credit Value 3
Guided Learning Hours 8
Total Qualification Time 30
Learning Outcome Assessment Criteria
Learning Outcome 1:
The learner will perform in a
group piece of Musical Theatre
Demonstrate simple acting, singing and dancing skills at an appropriate level, to include:
QQ Expression
QQ Communication
QQ Technique
Learning Outcome 3:
The learner will understand
individual content and context in
Musical Theatre as appropriate
to the syllabus requirements
Give a brief description on a given topic relevant to the performance, including:
QQ The character’s appearance
QQ The candidate’s favourite part of the performance
DEBUT
Title RSL Entry Level Award in Musical Theatre Performance – Entry 3
Level Entry Level 3
Credit Value 4
Learning Outcome 1:
Demonstrate simple acting, singing and dancing skills at an appropriate level, to include:
QQ Expression
QQ Communication
QQ Technique
Learning Outcome 2:
The learner will demonstrate
technical skills relevant to
Communicate a character using simple facial expression and movement
Learning Outcome 3:
individual content in Musical
Theatre as appropriate to the
syllabus requirements
Give a basic description on a given topic relevant to the performance, to include:
QQ The candidate's favourite part of the performance
QQ Character relationships

GRADE 1
Title RSL Level 1 Award in Musical Theatre Performance – Grade 1
Level Level 1
Credit Value 6
Learning Outcome 1:
Demonstrate acting, singing and dancing skills at an appropriate level, to include:
QQ Expression
QQ Communication
QQ Characterisation
QQ Technique
QQ Projection
Learning Outcome 2:
Demonstrate technical skill through acting, singing or dancing, to include:
QQ Characterisation
QQ Dynamic values
QQ Timing
QQ Control
QQ Projection
Learning Outcome 3:
individual content and
context in Musical Theatre
as appropriate to the
syllabus requirement
Give a detailed description on a given topic relevant to the performance, including:
QQ Character’s appearance
QQ Challenges of performance
QQ Mood of the chosen pieces
LEVEL1I
ASSESSMENT CRITERIA

ASSESSMENT CRITERIA
GRADE2
Level Level 1
Credit Value 8
Learning Outcome 1:
Demonstrate acting, singing and dancing at an appropriate level, to include:
QQ Expression
QQ Communication
QQ Characterisation
QQ Technique
QQ Projection
Learning Outcome 2:
QQ Characterisation
QQ Dynamic values
QQ Timing
QQ Control
QQ Projection
Learning Outcome 1:
The learner will understand the
importance of individual content
and context in Musical Theatre
as appropriate to the syllabus
requirements
Give a detailed description on a given topic relevant to the performance, to include:
QQ The character’s feelings
QQ Character relationships in the performance
QQ The context of the performance
QQ Challenges in the performance
LEVEL1I

ASSESSMENT CRITERIA
GRADE3
Level Level 1
Credit Value 10
Learning Outcome 1:
Demonstrate acting, singing and dancing at an appropriate level, to include:
QQ Expression
QQ Communication
QQ Characterisation
QQ Technique
QQ Projection
Learning Outcome 2:
QQ Characterisation
QQ Dynamic values
QQ Timing
QQ Control
QQ Projection
Learning Outcome 3:
requirements
Give a detailed description on a given topic relevant to the performance, to include:
QQ The character’s emotions
QQ Challenges faced during the performance
QQ Character relationships in the performance
QQ Processes used in the rehearsal to help to learn and remember the piece
LEVEL1I

ASSESSMENT CRITERIA
GRADE4
Title RSL Level 2 Certificate in Musical Theatre Performance – Grade 4
Level Level 2
Credit Value 13
Learning Outcome 1:
Demonstrate acting, singing and dancing at an intermediate level, to include:
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
Learning Outcome 2:
Demonstrate technical skills
relevant to Musical Theatre
requirements
Demonstrate technical skill at an intermediate level through acting, singing and dancing, to include:
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
Learning Outcome 3:
requirements
Describe and summarise on a given topic relevant to the performance, to include:
QQ Historical context of piece
QQ Background to playwright/composer
QQ Similarities and differences between characters in the piece
LEVEL2

GRADE5
Level Level 2
Credit Value 15
Learning Outcome 1:
Demonstrate acting, singing and dancing at an intermediate level, to include::
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
Learning Outcome 2:
requirements
Demonstrate technical skill at an intermediate level through acting, singing and dancing, to include:
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
Learning Outcome 3:
requirements
Describe and summarise on a given topic relevant to the performance, to include:
QQ Character’s objectives in the piece
QQ Challenges faced during the performance
QQ Rehearsal processes used to prepare vocally and physically for performance
QQ Rehearsal processes used to develop character
ASSESSMENT CRITERIA
LEVEL2

GRADE6
Level Level 3
Credit Value 17
Learning Outcome 1:
Demonstrate complex acting, singing and dancing at an advanced level, to include:
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
QQ Style
Learning Outcome 2:
requirements
Demonstrate technical skill at an advanced level through acting, singing and dancing, to include:
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
QQ Style
Learning Outcome 3:
requirements
Analyse and evaluate on a given topic relevant to the performance piece, to include:
QQ The style of the piece and how that style was achieved
QQ Analysis of techniques used in the rehearsal process
QQ Historical context
QQ Critique of own performance
QQ Warm-up techniques
LEVEL3I
ASSESSMENT CRITERIA

GRADE7
Level Level 3
Credit Value 19
Learning Outcome 1:
Demonstrate complex acting, singing and dancing at an advanced level, to include:
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
QQ Style
Learning Outcome 2:
requirements
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
QQ Style
Learning Outcome 3:
requirements
Analyse and evaluate on a given topic relevant to the performance piece, to include:
QQ Theatre styles relevant to the piece
QQ Analysis of techniques or processes used in rehearsal to achieve the style and historical period
QQ Techniques and terminology relevant to musical theatre, for example breath support, diaphragm,
dynamics, rhythm, modulation, objective, subtext
ASSESSMENT CRITERIA
LEVEL3I

GRADE8
Level Level 3
Credit Value 24
Learning Outcome 1:
Demonstrate complex acting, singing and dancing skills at an advanced level, to include:
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
QQ Style
Learning Outcome 2:
requirements
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
QQ Style
Learning Outcome 3:
requirements
Analyse, critique and evaluate on a given topic relevant to the performance piece, to include:
QQ Theatre styles and techniques relevant for the group piece
QQ Stylistic features of the performance
QQ Limitations of the delivery/performance pieces
QQ Challenges of the rehearsal process
QQ Influence of theatre practitioners on the rehearsal process and/or performance piece
LEVEL3I
ASSESSMENT CRITERIA

Results and
Grade Descriptors
PAA issues results within three to four weeks of the examination. All candidates will receive
the original copy of their report slip, which gives a breakdown of the marks and comments.

RESULTS GRADE DESCRIPTORS
PREMIERE
1LEARNING OUTCOME 1 (The Performance)
The learner will perform in a group piece of Musical Theatre
Unclassified Pass Merit Distinction
Inability to demonstrate acting,
singing and dancing at a simple
level. An insecure ability to
demonstrate the following:
QQ Expression
QQ Communication
QQ Technique
Evidence of acting, singing
and dancing at a simple level.
To include the following some
of the time:
QQ Expression
QQ Communication
QQ Technique
Evidence of acting, singing and
dancing at a simple level.
To include the following for
the majority of the time:
QQ Expression
QQ Communication
QQ Technique
Evidence of acting, singing
and dancing at a simple level.
To include the following
throughout:
QQ Expression
QQ Communication
QQ Technique
3LEARNING OUTCOME 3 (Understanding and Reflection)
The learner will understand individual content and context in Musical Theatre as appropriate to the syllabus requirements
An inability to demonstrate
awareness of the following at a
basic level:
QQ Character appearance
QQ Favourite part of the
performance
Demonstrate a basic awareness
of the following
some of the time:
performance
of the following for the majority
of the time:
performance
of the following throughout:
performance
ENTRYLEVEL

DEBUT
singing and dancing at a basic
level. An insecure ability to
QQ Expression
QQ Communication
QQ Technique
dancing at a basic level.
To include the following some of
the time:
QQ Expression
QQ Communication
QQ Technique
To include the following for
the majority of the time:
QQ Expression
QQ Communication
QQ Technique
throughout:
QQ Expression
QQ Communication
QQ Technique
2LEARNING OUTCOME 2 (The Technical Skills)
The learner will demonstrate technical skills relevant to Musical Theatre as appropriate to the syllabus requirements
Insecure evidence of basic
technical skills. An inability to
QQ Characterisation
QQ Dynamic values
QQ Timing
Evidence of technical skills at
a basic level. To include the
following some of the time:
QQ Characterisation
QQ Dynamic values
QQ Timing
Evidenceoftechnicalskillsata
basiclevel.Toincludethefollowing
forthemajorityofthetime:
QQ Characterisation
QQ Dynamic values
QQ Timing
a basic level. To include the
following throughout:
QQ Characterisation
QQ Dynamic values
QQ Timing
The learner will understand individual content in Musical Theatre as appropriate to the syllabus requirements
awareness of the following at a
basic level:
performance
of the following some of the
time:
performance
of the following for the majority
of the time:
performance
of the following throughout:
QQ Character‘s appearance
performance
ENTRYLEVELI

GRADE1
singing and dancing. An insecure
ability to demonstrate the
following:
QQ Expression
QQ Communication
QQ Characterisation
QQ Technique
QQ Projection
dancing. To include the following
some of the time:
QQ Expression
QQ Communication
QQ Characterisation
QQ Technique
QQ Projection
for the majority of the time:
QQ Expression
QQ Communication
QQ Characterisation
QQ Technique
QQ Projection
throughout:
QQ Expression
QQ Communication
QQ Characterisation
QQ Technique
QQ Projection
Insecure evidence of technical
skills. An inability to demonstrate
the following:
QQ Coordination
QQ Dynamic values
QQ Timing
QQ Control
QQ Projection
Evidence of technical skills.
the time:
QQ Coordination
QQ Dynamic values
QQ Timing
QQ Control
QQ Projection
To include the following for the
majority of the time:
QQ Coordination
QQ Dynamic values
QQ Timing
QQ Control
QQ Projection
throughout:
QQ Coordination
QQ Dynamic values
QQ Timing
QQ Control
QQ Projection
The learner will understand individual content and context in Musical Theatre as appropriate to the syllabus requirement
awareness of the following:
Demonstrate an awareness of
the following some of the time:
the following for the majority of
the time:
the following throughout:
LEVEL1

GRADE2
following:
QQ Expression
QQ Communication
QQ Characterisation
QQ Technique
QQ Projection
some of the time:
QQ Expression
QQ Communication
QQ Characterisation
QQ Technique
QQ Projection
QQ Expression
QQ Communication
QQ Characterisation
QQ Technique
QQ Projection
throughout:
QQ Expression
QQ Communication
QQ Characterisation
QQ Technique
QQ Projection
The learning will demonstrate technical skills relevant to Musical Theatre as appropriate to the syllabus requirements
the following:
QQ Coordination
QQ Dynamic values
QQ Timing
QQ Control
QQ Projection
the time:
QQ Coordination
QQ Dynamic values
QQ Timing
QQ Control
QQ Projection
QQ Coordination
QQ Dynamic values
QQ Timing
QQ Control
QQ Projection
throughout:
QQ Coordination
QQ Dynamic values
QQ Timing
QQ Control
QQ Projection
An inability to show awareness
of the following:
QQ The character’s relationships in
the performance
QQ The context of the
performance
the following some of
the time:
the performance
performance
the time:
the performance
performance
the performance
performance
LEVEL1I

GRADE3
following:
QQ Expression
QQ Communication
QQ Characterisation
QQ Technique
QQ Projection
some of the time:
QQ Expression
QQ Communication
QQ Characterisation
QQ Technique
QQ Projection
QQ Expression
QQ Communication
QQ Characterisation
QQ Technique
QQ Projection
throughout:
QQ Expression
QQ Communication
QQ Characterisation
QQ Technique
QQ Projection
The learning will demonstrate technical skills relevant to Musical Theatre as appropriate to the syllabus requirements
the following:
QQ Coordination
QQ Dynamic values
QQ Timing
QQ Control
QQ Projection
the time:
QQ Coordination
QQ Dynamic values
QQ Timing
QQ Control
QQ Projection
QQ Coordination
QQ Dynamic values
QQ Timing
QQ Control
QQ Projection
throughout:
QQ Coordination
QQ Dynamic values
QQ Timing
QQ Control
QQ Projection
of the following:
QQ Challenges faced during the
performance
QQ Character relationships in
the performance
QQ Processes used in the
rehearsal to help to learn and
remember the piece
the following some of
the time:
performance
the performance
remember the piece
the time:
performance
the performance
remember the piece
performance
the performance
remember the piece
LEVEL1

GRADE4
singing and dancing at an
intermediate level. An insecure
following:
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
dancing at an intermediate level.
the time:
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
dancing at an intermediate
level. To include the following
throughout:
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
skills at an intermediate level.
An inability to demonstrate the
following:
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
Evidence of technical skills at an
intermediate level. To include the
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
an intermediate level. To include
the time:
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
of the following at an
intermediate level:
QQ Background to playwright/
composer
QQ Similarities and differences
between characters in
the piece
the following at an intermediate
level some of the time:
composer
the piece
level for the majority of the time:
composer
the piece
level throughout:
composer
the piece
LEVEL2I

GRADE5
intermediate level. An insecure
following:
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
the time:
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
dancing at an intermediate
level. To include the following
throughout:
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
skills at an intermediate level.
An inability to demonstrate the
following:
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
an intermediate level. To include
the time:
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
of the following at an
intermediate level:
QQ Character’s objectives in the
piece
performance
QQ Historical context of the piece
QQ Rehearsal processes used to
prepare vocally and physically
for the performance
develop character
piece
performance
for the performance
develop character
piece
performance
for the performance
develop character
level throughout:
piece
performance
for the performance
develop character
LEVEL2

GRADE6
advanced level. An insecure
following:
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
QQ Style
dancing at an advanced level. To
include the following some of
the time:
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
QQ Style
dancing at an advanced level.
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
QQ Style
include the following throughout:
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
QQ Style
2LEARNING OUTCOME 2 (Technical Skills)
skills at an advanced level. An
inability to demonstrate the
following:
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
QQ Style
advanced level. To include the
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
QQ Style
an advanced level. To include
the time
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
QQ Style
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
QQ Style
awareness of the following at an
advanced level:
QQ The style of the piece and how
that style was achieved
QQ Analysis of techniques used in
the rehearsal process
QQ Critique of candidate’s own
performance
the following at an advanced
performance
performance
level throughout:
performance
LEVEL3I

GRADE7
following:
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
QQ Style
the time:
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
QQ Style
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
QQ Style
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
QQ Style
following:
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
QQ Style
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
QQ Style
the time
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
QQ Style
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
QQ Style
Demonstrate an inability to show
advanced level:
QQ Theatre styles relevant to
the piece
QQ Analysis of techniques or
processes used in rehearsal to
achieve the style and
historical period
QQ Techniques and terminology
relevant to Musical theatre,
for example breath support,
diaphragm, dynamics, rhythm,
modulation, objective, subtext
the piece
historical period
the piece
historical period
level throughout:
the piece
historical period
LEVEL3

GRADE8
following:
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
QQ Style
the time:
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
QQ Style
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
QQ Style
QQ Expression
QQ Communication
QQ Technique
QQ Projection
QQ Interpretation
QQ Musical response
QQ Style
following:
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
QQ Style
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
QQ Style
the time
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
QQ Style
QQ Coordination
QQ Dynamic values
QQ Control
QQ Timing
QQ Projection
QQ Fluency
QQ Style
Demonstrate an inability to show
advanced level:
QQ Theatre styles and techniques
relevant for the group piece
QQ Stylistic features of
the performance
QQ Limitations of the delivery/
performance pieces
QQ Challenges of the rehearsal
process
QQ Influenceoftheatrepractitioners
on the rehearsal process and/
or performance piece
the performance
performance pieces
process
the performance
performance pieces
process
level throughout:
the performance
performance pieces
process
LEVEL3I

Definitions
Definitions of the Terminology used in the Grade Descriptors
Expression Reflected through face, movement, gesture and voice
Communication Demonstrated through face, voice and body to an audience and fellow performers
Fluency Displayed through the smoothness of delivery and transition between the genres and the material
Projection Expressed to an audience through mood, feelings and emotion via movement, voice, body language and face
Dynamic Values Performed with the appropriate vibrancy for each genre and situation
Interpretation Demonstrated through understanding and responding creatively to the given material i.e. the motivation of a song
Musicality Expressed by matching and performing the form of music through rhythm, melody and mood
Technique Executing accurate technical skill required appropriate to the genre
Timing Displayed timing through music i.e. on the beat or stage direction, e.g. entering a scene
Recall Of Content By performing examination content from memory
Spatial Awareness Effectively used, considered and moved through
Musical Response Displayed through rhythm, dynamics, phrasing, atmosphere and time signatures
Engagement The investment and focus of appropriate skills given to the task at hand
Vocal Modulation An inflection of the tone or pitch of the voice; specifically, the use of stress or pitch to convey meaning
Basic Ability A starting point demonstrating the initial fundamentals required
Intermediate Ability Demonstrating secure basic skill transitioning between basic and advanced
Advanced Ability To progress and further develop the required skill to a higher level

Certification
Successful candidates will receive an official PAA Certificate
The examination is marked with credits awarded through:
n Performance and Understanding and Reflection for Premiere candidates
n Performance, Technical Skills Demonstration and Understanding and Reflection for Debut to Grade 8 candidates
Premiere Candidates
THE PERFORMANCE
Section A (LO1) /90
UNDERSTANDING AND REFLECTION
Section C (LO3) /10

TOTAL: out of 100
Debut–Grade 8 Candidates
THE PERFORMANCE
Section A (LO1) /60
TECHNICAL SKILLS DEMONSTRATION
Section B (LO2) /30
UNDERSTANDING AND REFLECTION
Section C (LO3) /10

TOTAL: out of 100

PAA Musical Theatre
Examination Structure
PAA candidates are assessed using three examination components:
1 The Performance
2 Technical Skills Demonstration
3 Understanding and Reflection

PAA MUSICAL THEATRE EXAM STRUCTURE
1 PERFORMANCE
The Performance can be assessed in the following ways:
Group Exam
A Group Exam is conducted in the style of a traditional
performance examination. Candidates will present a short
performance to the examiner which can include extracts from
a musical or a selection of original work. Candidates must
perform a range of acting, singing and dancing. Candidates
must perform on stage for the specified time allocated per
grade. If candidates are entered in their Examination Levels,
the performance must meet the time allocated for the highest
grade in the group. Candidates are permitted to wear
costumes, with their assigned candidate number clearly visible
on the front and back of their clothing. A Group Examination
can have a minimum of two and a maximum of eight
candidates examined at any one time. If there are more than
eight candidates in the group, the performance will be
repeated. Examiners may stop a performance if the time
allocated is exceeded in the Group Examination.
Show Exam
A Show Exam can be a whole school performance and can
include candidates from Premiere to Grade 8. Candidates
must perform a range of acting, singing and dancing
throughout. The format and structure of the show is flexible
and can include extracts from a musical or a selection of
original work. Candidates must perform on stage for no less
than the specified time allocated per grade. A Show Exam
has no time limit or maximum number of candidates per
show and an audience is permitted. Costumes may be worn
with the candidate number clearly visible on the front and
back of the candidates’ clothing.
Note: Examiners may ask candidates to repeat sections
of the performance if clarification is needed for both a
Group or Show Examination.
2 TECHNICAL SKILLS DEMONSTRATION
Following the group performance, each candidate will undertake
the PAA Technical Skills Demonstration. This includes acting
skills, singing skills and dancing skills demonstrated through a
series of short exercises designed to be achievable during
warm up elements of a class or technical workshop over
a number of weeks.
Note: In the Premiere examination, the Technical Skills
Demonstration is not seen as a separate exercise.
n DEBUT – The Technical Skills Demonstration gives
candidates the opportunity to share imaginative ideas
and build confidence in an exam setting
n GRADES 1, 2 3 – Teachers will choose one Technical Skill
n GRADES 4 5 – Examiner will choose one Technical Skill
n GRADES 6 7 – Examiner will choose two Technical Skills
n GRADE 8 – Candidates will perform all three Technical Skills
The Technical Skills element is performed to the examiner in
small groups; all candidates in the same examination group will
perform the same technical skill. As students progress through
the grades, the time, length, complexity and technical demand
required for this element of the examination is increased. More
details about the Technical Skills Demonstration can be found in
the content description for each grade.
OR

3 UNDERSTANDING AND REFLECTION
The examination is concluded with an Understanding and
Reflection assessment. The examiner will facilitate a discussion
with the candidate. Candidates will be asked to share ideas on the
given topic based on the performance seen in the examination.
As students progress through the grades, the questions become
more complex, and include a discussion about the rehearsal
process and the importance of the technical skills required
for each discipline.
Onememberofstaffmustbepresentthroughoutthe
examinationandsupporttheoperationofmusicthroughout
theexamination.Staffmustnotdirect,leadorinfluencethe
candidatesinanyway.
Suggested Repertoire
PAA exams encourage creativity and do not make any
compulsory recommendations for material selection. However,
each performance is required to adhere to the allocated
performance time boundaries. Teachers and candidates are
encouraged to closely consider the Learning Outcomes and
Assessment Criteria for the specific qualification level they are
entering. Performance Arts Awards have a catalogue of
repertoire and a list of performance ideas. The repertoire can be
accessedviaourwebsite:www.rslawards.com/performance-arts.
General Notes
On the day of the examination, the Principal is required to meet
with the examiner to discuss any absences or changes to the day.
The examiner will take a register before every examination.
Centres must provide examiners with an adequate table,
chair, lighting and refreshments. If a Show Examination with an
audience has been prepared, examiners must not sit in close
proximity to the audience at any time.
Centres must provide an appropriate space to conduct a
Musical Theatre examination and at least one additional room to
the performance space to conduct the Technical and Reflection
element of the examination. A member of staff is required to sit
in the examination and operate the music. Staff must be on hand
to support the organisation and chaperone students from the
examination once completed.
The nature of each performance will be unique to your
particular centre; however, certain criteria must be met for
candidates to be assessed successfully. It is the teacher’s
responsibility to read the Grading Descriptors and Assessment
Criteria for each examination level. Teachers must ensure
candidates are actively involved throughout the examination
and perform a sufficient amount of material in all three
disciplines for both Group and Show Exam..

Premiere
A Premiere examination can be conducted in either of the following ways:
Group Exam
Group Exams must meet the allocated time boundaries published in the
performance requirements. Group Exams must have a minimum of two and a
maximum of eight candidates. If groups exceed this limit, the performance must
be repeated. Premiere candidates will perform together in their graded
examination groups OR in their examination level alongside other Entry Level
candidates. The performance can be extracts of a musical or an original piece
of work with elements of acting, singing and dancing throughout. For a Group
Exam, the school’s uniform is sufficient; however, costume and props are
permitted. All candidates MUST wear their allocated candidate number on
the front and back of their clothing throughout the performance. For more
information on Group Exams please refer to The PAA Examination Structure.
Show Exam
All students from Premiere to Grade 8 can perform together in a whole school
performance. The exam can be either a full production of a chosen musical, or
a variety show with extracts of musical theatre. An original piece of work with
elements of acting, singing and dancing is also permitted. There is no time limit
or maximum number of candidates for a show; the specified performance
time and candidate minimum still applies for a Show Exam. The school’s uniform
is sufficient; however, costume and props are permitted. All candidates MUST
wear their allocated candidate number on the front and back of their clothing
throughout the performance. An audience is permitted for a Show Exam only.
For more information on Show Exams, please refer to The PAA Examination
Structure.
One member of staff must be present throughout the examination to support
the organisation of candidates and operation of music.
OR

Premiere Content
1 PERFORMANCE
A show performance has no time limit. A group performance for Premiere is required to be:
a minimum of six minutes and a maximum of eight minutes long.
Acting
Candidates must have a minimum of
three choral/ensemble lines, and/or
one solo line of dialogue. Narration is
acceptable. Candidates will exhibit
clarity of diction, and audibility.
Singing
Candidates must perform a minimum of
a verse and a chorus within a group song.
Candidates will exhibit clarity of diction
and audibility.
Dancing
Candidates must perform a collection
of basic dance steps as an ensemble of a
minimum of a verse and chorus.
The performance should allow each candidate the opportunity to engage in all three disciplines. Candidates are expected
to demonstrate the basic skills necessary to perform an ensemble piece of musical theatre. One member of staff must be
present during the examination. This member of staff must be within sight of the examiner throughout. An appropriate
level of prompting is acceptable and will not have a negative impact on the candidate’s final grade. Staff must not lead,
teach or take part in the performance.
Candidates will take part in a one-to-one discussion with the examiner. The examiner
will ask questions and suggest discussion topics based on the performance seen in the
examination. Topics will include:
n Character’s appearance
n Favourite parts of the performance
One member of staff must be present for this part of the exam but should not influence answers.
The aim is to build the candidates’ confidence to express their ideas independently to the examiner.

Debut
A Debut examination can be conducted in either of the following ways:
Group Exam
be repeated. Debut candidates will perform together in their graded examination
groups OR in their examination level alongside other Entry Level candidates. The
performance can be extracts of a musical or an original piece
information on Group Exams, please refer to The PAA Examination Structure.
Show Exam
or maximum number of candidates for a Show Exam; the specified
performance time and candidate minimum still applies for a Show Exam. The
school’s uniform is sufficient; however, costume and props are permitted. All
candidates MUST wear their allocated candidate number on the front and back
of their clothing throughout the performance. An audience is permitted for a
Show Exam only. For more information on Show Exams, please refer to The
PAA Examination Structure.
OR
One member of staff must be present throughout the examination to support
the organisation of candidates and operation of music.

Debut Content
1 PERFORMANCE
A show performance has no time limit. A group performance for Debut is required to be:
a minimum of seven minutes and a maximum of 10 minutes long.
Acting
Candidates must have a minimum of
four choral/ensemble lines of dialogue,
and/or two solo lines of dialogue.
Narration is acceptable. Candidates will
exhibit clarity of diction and audibility.
Singing
a verse and a chorus within a group song.
and audibility.
Dancing
Candidates must perform a collection
of basic dance steps as an ensemble for a
minimum of a verse and chorus.
The performance should allow each candidate the opportunity to engage in all three disciplines. Debut candidates
are expected to demonstrate the basic skills necessary to perform a piece of musical theatre, including a basic ability
to combine an understanding of character with ensemble singing and dancing. There should be evidence of thorough
preparation resulting in a secure performance piece. An appropriate level of prompting is acceptable and will not have
a negative impact on the candidate’s final grade. Staff must not lead, teach or take part in the performance.
Debut candidates are introduced to the Technical Skills Demonstration element of the PAA exams through storytelling and
improvisation. Candidates are encouraged to explore a variety of characters through the set PAA music. Prompting is no longer
permitted. However, a member of staff must be present to support the organisation of the students and operation of the music
during the technical skills assessment.
Candidates will be given a character from the following list:
n Lion
n Witch
n Monkey
n Clown
Candidates will be provided with the opportunity to develop their character through improvised movement and characterisation.
Candidates will be asked to portray the assigned character to the set music provided by PAA. Candidates should aim to show creativity
and characterisation throughout the music.
Download the set PAA Debut Technical Skills Music at www.rslawards.com/performance-arts
For further guidance and examples, please visit: www.rslawards.com

Debut Content
n The character’s appearance
n The candidate’s favourite parts of the performance
n The character’s relationship to other characters in the performance
One member of staff must be present throughout the examination.

Grade 1
A Grade 1 examination can be conducted in either of the following ways:
Group Exam
be repeated. Grade 1 candidates will perform together in their graded
examination groups OR in their examination level alongside other Level 1
Show Exam
school’s uniform is sufficient;however, costume and props are permitted. All
Show Exam only. For more information on Show Exams please refer to The PAA
Examination Structure.
OR
One member of staff must be present throughout the examination and is
responsible for the operation of music during The Performance and Technical
Skillsassessment.Staffmustnotdirect,leadorinfluencethecandidatesinanyway.

Grade 1 Content
1 PERFORMANCE
A show performance has no time limit. A group performance for Grade 1 is required to be:
a minimum of 10 minutes and a maximum of 12 minutes long.
Acting
Candidates are required to have a
minimum of two solo spoken lines as well
as choral/ensemble lines of dialogue.
Narration is also acceptable. Candidates
will exhibit clarity of diction and audibility.
Singing
one full song as a group. Candidates will
Dancing
Candidates must perform a range of
dance steps as an ensemble for a
minimum of one full song..
Candidates are expected to demonstrate the skills necessary to perform a highly confident and secure piece of musical
theatre, including an ability to combine an understanding of character with ensemble singing and dancing. Grade 1
candidates will have the ability to sustain their character and focus throughout the performance. There should be evidence
of thorough preparation resulting in a secure performance piece. Grade 1 candidates are required to deliver all aspects of
the performance from memory.
Continued over ›

Grade 1 Content
The Technical Skills Demonstration gives candidates the opportunity to demonstrate their technical
ability in a workshop-style assessment. These assessments are aimed to encourage a deeper understanding and proficiency
of the technical skills required as a musical theatre performer. As candidates progress through the grades, the technical skills
assessment focuses on preparation for auditions.
The teacher will choose one Technical Skill from the list below. All candidates will demonstrate
the same skill. There should be evidence of thorough preparation resulting in a secure
demonstration of the chosen skill.
Singing
Technical Skill
Candidates will be arranged in small
groups and will be required to sing one of
the two pre-prepared technical studies.
The choice of which study is seen for the
examination is that of the examiner. The
study should allow each candidate to
showcase their skills and abilities clearly
and focus on the development of the
candidate’s vocal technique.
Study pieces are taken from standard
musical theatre repertoire and are
age-appropriate for the suggested level
of the grade taken. Studies may be
performed with a pre-recorded or live
accompaniment and in any key. The
extract required for each study has been
noted in lyric form. Please note the full
song is not required.
See page 75 for Grade 1 Study Pieces
Acting
Technical Skill
Grade 1 candidates are required to show
an ability to communicate character and
mood within a given scenario.
Candidates will demonstrate their skills
in small groups. The characters and
scenarios will be chosen and given by
the examiner. Each performance will
last between 15 and 20 seconds. The
examiner may stop the performance if
the maximum time limit is exceeded.
Candidates will be expected to
demonstrate an awareness of character,
situation and emotion.
A full list of Grade 1 scenarios can be
found at: www.rslawards.com/
performance-arts
Candidates and teachers MUST
familiarise themselves with each
scenario and make the necessary
preparation.
Example scenario (Candidates would be
A or B): A and B are siblings. A comes to
tell B that their mum has just won a
family trip to Florida.
Note that this is an example scenario
only.
Dancing
Technical Skill
groups and will be required to
demonstrate one of two pre-prepared
technical combinations, arranged by the
teacher. The choice of which combination
demonstrated is that of the examiner.
Teachers are required to choreograph
two contrasting combinations aimed to
focus on key technical skills.
Example combinations; elevation and
travel, strengthening and limbering, kicks
or pirouettes. Note these are example
combinations only, teachers have full
flexibility to choreograph any two
contrasting combinations of their choice.
The combinations should be labelled and
referred to as Combination A and
Combination B. The music for each
combination is of free choice and must
last between 30 and 40 seconds. Content
should allow each candidate to showcase
their skills and abilities clearly and focus
on the development of the candidate’s
dance technique.
OR OR

Grade 1 Content
n The character’s appearance
n Challenges of performance
n The character’s relationships
n The mood of the chosen pieces

Grade 2
Group Exam
performance requirement.. Group Exams must have a minimum of two and a
Show Exam
Show Exam only. For more information on Show Exams, please refer to The PAA
OR

Grade 2 Content
1 PERFORMANCE
Acting
minimum of three solo spoken lines as
well as choral/ensemble lines of dialogue.
Narration is also acceptable. Candidates
will exhibit clarity of diction and audibility.
Singing
Dancing
minimum of one full song.
Grade 2 candidates are expected to demonstrate the skills necessary to perform a highly confident and consistently secure
piece of musical theatre, including an ability to combine an understanding of character with ensemble singing and dancing.
Candidates are expected to show an ability to sustain their character and focus throughout the performance. There should
be evidence of thorough preparation, resulting in a secure performance piece. Candidates are expected to deliver all
aspects of the performance from memory.
Continued over ›

Grade 2 Content
The Technical Skills Demonstration gives candidates the opportunity to display their technical ability in a workshop-style assessment.
These assessments are aimed to encourage a deeper understanding and proficiency of the technical skills required as a musical
theatre performer. As candidates progress through the grades, the technical skills assessment focuses on preparation for auditions.
Teachers will choose one Technical Skill from the list below. All candidates will demonstrate
Singing
Technical Skill
The choice of which study demonstrated
is that of the examiner. The study should
allow each candidate to showcase their
skills and abilities clearly and focus on the
development of the candidate’s vocal
technique.
of the grade taken. Studies may be
Acting
Technical Skill
mood within a given scenario.
Candidates will demonstrate their skills
in small groups. The characters and
scenarios will be chosen and given by
the examiner. Each performance will
last between 20 and 30 seconds. The
examiner may stop the performance if
the maximum time limit is exceeded.
Candidates will be expected to
demonstrate an awareness of character,
situation and emotion.
performance-arts
familiarise themselves with each
scenario and make the necessary
preparations.
Example scenario, (two candidates –
A and B): A and B are friends playing on a
computer game. A accuses B of
cheating.
Note that this is an example scenario
only.
Dancing
Technical Skill
focus on key technical skills.
Example combinations; elevation and
travel, strengthening and limbering, kicks
or pirouettes. Note these are example
dance technique.
OR OR

Grade 2 Content
n The character’s feelings
n The character’s relationships in the performance
n The context of the performance
n Challenges in the performance

Grade 3
Group Exam
of work with elements of acting, singing and dancing throughout. For a group
exam, the school’s uniform is sufficient; however, costume and props are
Show Exam
Show Exam only. For more information on Show Exams, please refer to The PAA
OR

Grade 3 Content
1 PERFORMANCE
Acting
minimum of three solo spoken lines as
well as choral/ensemble lines of
dialogue. Narration is also acceptable.
and audibility.
Singing
Dancing
minimum of one full song.
Grade 3 candidates are expected to demonstrate the skills necessary to perform a highly confident and consistently
fluent and assured piece of musical theatre, including a strong ability to combine an understanding of character with
ensemble singing and dancing. Candidates are expected to show an ability to sustain their character and focus throughout
the performance. There should be evidence of thorough preparation resulting in a secure performance piece. Candidates
are expected to deliver all aspects of the performance from memory.

Grade 3 Content
The Technical Skills Demonstration gives candidates the opportunity to display their technical ability in a workshop-style assessment.
These assessments are aimed to encourage a deeper understanding and proficiency of the technical skills required as a musical
theatre performer. As candidates progress through the grades, the technical skills assessment focuses on preparation for auditions.
Teachers will choose one Technical Skill from the list below. All candidates will demonstrate
Singing
Technical Skill
The choice of which study demonstrated
is that of the examiner. The study should
allow each candidate to showcase their
skills and abilities clearly and focus on the
development of the candidate’s vocal
technique.
of grade taken. Studies may be
Acting
Technical Skill
mood within a given scenario. Candidates
will demonstrate their skills in small
groups. The characters and scenarios will
be chosen and given by the examiner.
Each performance will last between 30
and 40 seconds. The examiner may stop
the performance if the maximum time
limit is exceeded. Candidates will be
expected to demonstrate an awareness
of character, situation and emotion.
performance-arts
familiarise themselves with each scenario
and make the necessary preparations.
Example scenario (three candidates – A, B
and C): A, B and C are school friends. They
have just received their English test
results and are comparing their marks. A
has done okay, B has done badly and C has
got top marks.
Note that this is an example scenario only.
Dancing
Technical Skill
focus on key technical skills. Example
combinations; elevation and travel,
strengthening and limbering, kicks or
pirouettes. Note these are example
dance technique.
OR OR

Grade 3 Content
n The character’s emotions
n Challenges faced during the performance
n Character relationships in the performance
n Processes used in rehearsal to help to learn and remember the piece

Grade 4
Group Exam
Show Exam
or maximum number of candidates for a show exam; the specified performance
time and candidate minimum still applies for a Show Exam. The school’s uniform
is sufficient; however, costume and props are permitted. All candidates MUST
wear their allocated candidate number on the front and back of their clothing
throughout the performance. An audience is permitted for a Show Exam only.
For more information on Show Exams, please refer to The PAA Examination
Structure.
OR

Grade 4 Content
1 PERFORMANCE
Acting
minimum of six lines of dialogue.
and audibility.
specified role to make interpretive
choices.
Singing
Candidates are required to perform a
minimum of 8-16 bars of solo or duo
singing (8 bars for slow tempo and 16 for
up tempo). The harmony line should be in
no less than two-part harmony.
and audibility. Candidates should
demonstrate a clear sense of integration
of text and music (acting through song).
Dancing
Candidates are required to perform a
variety of dance steps as an ensemble
for a minimum of two songs.
Grade 4 candidates will be able to demonstrate the skills necessary to perform a highly confident and consistently secure
piece of musical theatre. Candidates will exhibit a greater proficiency and fluency during the transitions between acting,
singing and dancing. The sense of character and standard of singing and dancing should be assured and highly confident
throughout the piece. Candidates are expected to show an ability to sustain their character and focus throughout the
performance. There should be evidence of thorough preparation resulting in a secure performance piece at an
intermediate level. Candidates are expected to deliver all aspects of the performance from memory.
The performance requirements detailed above for all three disciplines can be achieved and presented all at once or split up
throughout the performance. Example: the required number of bars of solo or duo singing can be achieved during one song or split
between a number of songs throughout the performance.

Performance Arts Awards Graded Examinations in Musical Theatre | RSL

Performance Arts Awards Graded Examinations in Musical Theatre | RSL

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