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LAMDA Results
Aug 2017
12 Distinctions
2 Merits

100% Pass rate
since 2009
107 Distinctions
131 Merits

Musical Theatre: Solo/Duo Examinations

Graded Examinations in Musical Theatre are offered in the following formats:
• Solo (one learner) – where the learner performs alone
• Duo (two learners) – where learners perform all songs/scenes collaboratively.

LAMDA examinations in Musical Theatre are designed to develop the skills necessary to communicate the dramatic content of musical text over a range of musical styles/categories. For Entry Level, Levels 1 and 2 the emphasis is on performance and presentation. At Level 3 it also includes the study of musical theatre as a whole.

These examinations also provide learners with the opportunity to develop skills which support the delivery of dramatic text and devised performance. For this reason, these examinations complement Graded Examinations in Performance: Acting and Graded Examinations in Performance: Devising Drama.
Learners who prepare themselves appropriately will develop:

1 Interpretative skills

2 Technical skills

3 Knowledge of the performance process

Broad Objectives of the Qualification

1 Interpretative skills
Learners are required:
• to explore style, form, character, subtext and context in order to realise the specific demands of the scene and/or song
• to create a credible sense of reality by focusing on the immediacy of the situation.

2 Technical skills
Learners are required to build skills in:
• voice, diction, movement, setting and staging
• musicality: pitch, rhythm and phrasing.

3 Knowledge of the performance process
Learners are required:
• understand character, situation, staging, context, subtext and musical style.

The qualification is available at four levels, in line with the Qualifications and Credit Framework.
Entry Level Entry 3 Level 1 Grades 1, 2, 3
Level 2 Grades 4, 5
Level 3
Grade 6 – Bronze Medal,
Grade 7 – Silver Medal,
Grade 8 – Gold Medal

Learning outcomes and assessment criteria are set at each level, covering a range of grades (for example, Level 1 covers Grades 1, 2 and 3). However, there is a qualitative difference in outcome between individual grades within each level. This is because:

• the repertoire chosen by the learner should increase in technical difficulty as the grades progress

• the knowledge required for the set discussion increases in technical difficulty as the grades


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