A7 - GRADED EXAMINATIONS IN DRAMA: DEVISING DRAMA (SOLO/DUOLOGUE)
Purpose of the Qualification
LAMDA examinations in Devising Drama are designed to develop the skills necessary to devise a dramatic performance and present it to an audience. These examinations also provide learners with the opportunity to develop skills which support the delivery of dramatic text. For this reason, these examinations complement Graded Examinations in Performance: Acting (Solo, Duologue and Combined).
Broad Objectives of the Examinations

- Interpretative skills
To devise a character and situation within a defined dramatic shape and structure
To suspend disbelief by focusing on the immediacy of a character and situation in order to create a credible sense of reality.

- Technical skills
To build skills in voice, diction and movement in order to realise the specifics of character and situation.

- Knowledge of the performance process
To understand how to create, shape and structure drama.

Examination Content
Performance section
Devising Drama (Solo/Duo) 1. Interpretation and Technique
A prepared scene of their own devising set (Solo / Duo)
2. Interpretation and Technique
A prepared scene of their own devising set
(Solo / Duo)
Time per each performance Total scene
Entry Level
One of the following places:
In a theme park
In a classroom
In a farmyard
- 2 -3
minutes
1
Level 1 1
One of the following events:
The party
The performance
The picnic
One of the following objects as inspiration:
A mobile phone
An umbrella
A ring
The learner(s) will bring the object with them into the examination room and use it in the scene.
The title must be announced prior to the performance.
2
2 One of the following dramatic events:
The visitor
The discovery
The rescue
One of the following objects as inspiration:
A map
A watch
A key
2
3 one of the following occupations listed in List A linked to one of the following characteristics listed in List B:
List A                                  List B
The teacher                      Forgetfulness
The television presenter   Anger
The chef                           Greed 
One of the following objects as inspiration:
A photograph
A wallet
A letter
2
Level 2 4
One of the following phrases:
Beyond the horizon
When the clock strikes twelve
At the bottom of the garden
It bases on an extraordinary occurrence in an everyday situation. The title of the scene must be announced prior to the performance. 3 -4
minutes
2
5

Solo The learner(s) will present a prepared scene of their own devising using one of the people from List A and one of the situations from List B. Duologue The learner(s) will present a prepared scene of their own devising using two of the people from List A and one of the situations from List B.

A prepared dramatic scene of their own devising which includes some music (live or recorded) and/or sound effects (live or recorded). Technical equipment must be provided and operated by the learner(s). 2
List A
The politician
The hypochondriac
The celebrity
List B
At the airport
At an interview
At a ceremony
Level 3 6
It bases around one of the five senses – sight, touch, hearing, taste or smell. The learner(s) may choose to include music (live or recorded) and/or sound effects (live or recorded) but must provide and operate their own sound equipment. The title of the scene must be announced prior to the performance. A prepared scene of their own devising depicting a character other than themself/themselves who uses persuasion in a variety of ways to achieve their chosen objective. 2
7
It bases around one of the four elements – Earth, Air, Fire or Water or Wood. A prepared scene of their own devising depicting a character other than themself/themselves who challenges another character in a variety of ways to achieve their chosen objective. 2
8
It bases on an historical event, a myth or legend. A prepared scene of their own devising based on a topical issue. 4 -5
minutes
2

Discussion Section
Devising Drama
(Solo/Duo)
3. Knowledge of dramatic structure and the devising process
A discussion
Entry Level The reasons(s) for choosing the place or situation that has been created
The physical aspects of the place that has been created
Level 1 Give the reason(s) for choosing the event or object
Identify the beginning, middle and end within the scene(s)
Describe how the character(s) changed during the scene(s)
Level 2 4 The reason(s) for choosing the specific phrase
How to plan and prepare the devised scenes
The reason(s) for the decisions on staging within the scenes.
5 The reason(s) for choosing the specific character(s) and situation
How to plan and prepare the devised scenes
The reason(s) for the decisions on staging within the scenes
How the music and/or sound effects aided the development of the scene.
Level 3 6 Steps in the devising process
Characterisation including physical descriptions, objectives, changes of mood and reactions to characters and events
The use of music and sound effects to help develop atmosphere in a devised drama.
7 Steps in the devising process
Characterisation including physical descriptions, objectives, changes of mood and reactions to characters and events
The use of music and sound effects to help develop atmosphere in a devised drama
How tension between devised characters can build an effective climax in a scene.
8 Steps in the devising process
Characterisation including physical descriptions, objectives, changes of mood and reactions to characters and events
The use of music and sound effects to help develop atmosphere in a devised drama
The selection of the myth, legend or historical event
How a sense of a style and period can be conveyed.

General Notes and Regulations
Both learners in a Duologue examination must be entered at the same grade level.
Learners may not enter for both Solo and Duologue examinations at the same grade level in the one examination session.
Learners may not enter for both Solo and Duologue examinations at different grade levels in the one examination session.
Duologue partners may not interchange with other learners. Substitution will only be allowed under exceptional circumstances.
Scenes may be presented in the order of the learner's choice.
Learners may use recorded music and/or sound effects but must provide their own sound equipment. No unauthorised person will be allowed to be present during the examination and therefore learners must operate their own sound equipment.
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, canes etc. Hand props are permitted but must be kept to a minimum. Real knives or other weapons are not permitted.
Any time taken for changes and the setting or striking of props must be included in the time of the scene.
The examiner reserves the right to halt scenes that exceed the stipulated time allowance.
Hairstyles must not obscure the face and shoes must not hinder movement. Suitable shoes must be worn for all scenes unless the character portrayed is barefoot. Nudity is not permitted.
Duologue learners will be assessed through open discussion with both learners in the Knowledge section of each examination.