Go Back

 

The LAMDA Teacher’s Certificate in Performance

(LTCP)

From 1 September 2011

Purpose of the Qualification

The LAMDA Teacher’s Certificate in Performance (LTCP) has been designed to develop the skills, knowledge and understanding required to teach performance skills, primarily in the context of LAMDA Entry/Level 1 Performance examinations in Solo/Duo Acting, Devising Drama, Miming and Musical Theatre and LAMDA examinations in Group Acting, Group Devising Drama and Group Musical Theatre.

 

The syllabus reflects the complex role of the performance skills teacher, combining research, analysis and reflection with practical exercises and tasks.

 

LTCP students will be required to complete two units:

 

Unit 1: Subject Knowledge

LTCP students will develop the technical and artistic knowledge required for developing performance skills in voice and speech, movement and mime, devising drama and using dramatic text for LAMDA examinations at Entry Level and Level 1. There is also an option to develop additional skills in musical theatre.

 

Unit 2: Teaching Skills

LTCP students will develop the practical skills required for planning sessions, teaching and assessing learners.

1.1 Overview of Course Structure

 

 

 

 

 

 

 

 

 


1.2 Course Structure

Unit 1: Subject Knowledge

Unit 2: Teaching Skills

Elements

1.1               Voice, Speech and Movement

1.2               Dramatic Play and Interaction

1.3               Working with Text

1.4               Musical Theatre

Elements

2.1   Planning

2.2   Teaching

2.3   Assessing

Overview of Marking Scheme for Unit 1

Knowledge

70

Presentation

30

Total

100

Pass 50 Merit 65 Distinction 80

 

(Weight of Total  assessment Unit 1 + Unit 2)

40%

Overview of Marking Scheme for Unit 2

Knowledge

70

Presentation

30

Total

100

Pass 50 Merit 65 Distinction 80

 

(Weight of Total  assessment Unit 1 + Unit 2)

60%

 

1.3 Pre-course Study

a)      Understand the specification of 7 below subjects of LAMDA examinations for Entry / Level 1 ( up to Grade 3) scope. Details of the specification can be found in the website link http://www.mmind.org/ENlamda.html:

i)                     A6 – Solo/ Duo Acting examinations

ii)                   A7 - Solo/ Duo Devising Drama examinations

iii)                  A8 - Solo/ Duo Miming examinations

iv)                  A5 - Solo/ Duo Musical Theatre examinations

v)                    B4 - Group Acting examinations

vi)                  B5 – Group Devising Drama examinations

vii)                 B6 – Group Musical Theatre examinations

2. Course duration:

4 days intensive face-to-face training in a total of 25 hours by instructor from London

65 hours of self-study e-learning, other learning which is approved, monitored and supervised by the course leader

3.1  Syllabus Content  

Unit 1: Aim and Assessment Criteria of Subject Knowledge

Unit 1 enables the LTCP student to develop the technical and artistic knowledge required for working with a range of aspects of performance including voice and speech, movement, mime and text and, if applicable, song.

1 Voice, Speech and Movement

Assessment Criteria

LTCP students must be able to:

1.1    Identify basic anatomy in relation to voice and speech production

1.2    Analyse how a healthy voice is produced

1.3    Recognise common faults in consonant placement and identify strategies for corrective procedure, appropriate for their learners

1.4    Devise strategies for developing mime skills and movement in character, making use of the stimulus provided in the LAMDA syllabus for Miming (Entry and Level 1) and from the Solo/Duo Acting scenes in the LAMDA Acting Anthology Vol. 2  (Level 1)

1.5    Devise strategies for developing mime scenes, making use of the titles and situations given

        for mime scenes listed in the LAMDA syllabus for Miming (Entry and Level 1).

 

Knowledge Requirements

Basic Anatomy – identifying areas of the body involved in producing voice and speech, such as abdominal muscles, diaphragm, intercostal muscles, resonators and speech organs.

Healthy Voice Production – analysing processes, such as centring, posture, release and relaxation, breathing, onset of voice and resonance.

Faults in Consonant Placement – identifying and describing faults in consonant placement (mis-placement) on specific consonant sounds.

Mime Skills – devising strategies for learners to communicate an action or reaction non-verbally;building physical awareness, control, precision, flexibility and co-ordination.

Mime Scenes – identifying strategies and processes for developing scenes with non-verbal communication, revealing a context, a line of development from beginning to end and clearly defined characters.

Movement in Character – identifying strategies and processes for communicating the thoughts, feelings, age and situation of characters in a non-verbal way.

 

2 Dramatic Play and Interaction

Assessment Criteria

LTCP students must be able to:

2.1    Identify appropriate warm up games for their learners

2.2    Devise strategies for teaching improvisation and simple role play

2.3    Identify potential resources/stimuli for improvisation, role play and devising drama

2.4    Devise strategies for developing devised, structured scenes from the titles, objects and situations listed in the LAMDA Devising Drama syllabus (Entry and Level 1)

2.5    Devise strategies to assist interaction between learners in Duo and Group examinations in Acting and Devising Drama.

 

Knowledge Requirements

Warming up – identifying appropriate childhood games, improvisatory games, physical exercises and vocal exercises.

Improvisation and Simple Role Play – devising processes and strategies for establishing focus and concentration, building physical awareness, creating a sense of spontaneity and sustaining imaginative engagement.

Devising Drama – identifying processes and strategies for developing structured scenes from a given stimulus.

Interaction – devising strategies for learners to react to each other’s characters, words, facial expressions or actions.

Resources – identifying appropriate resource material, such as titles, characters, objects, pictures, photographs, text, music or sound effects.

 

3 Working with Text

Assessment Criteria

LTCP students must be able to:

3.1    Devise strategies for developing spontaneity in acting

3.2    Devise strategies for developing characterisation in acting

3.3    Devise strategies for setting scenes and making effective use of an acting area

3.4    Devise strategies for teaching the set Solo/Duo acting scenes listed in the LAMDA Acting Anthology Vol. 2 (Level 1)

3.5    Devise strategies to aid the selection of ‘own choice’ scenes and adapt stories to provide them

3.6    Identify repertoire appropriate to the individual needs of the learner, curriculum and/or performance.

 

Knowledge Requirements

Spontaneity – identifying ways in which learners can speak lines as if the character’s thoughts and feelings are being expressed for the first time.

Characterisation – devising strategies for learners to reveal what a character is thinking, how a character is feeling and any changes in their mood throughout the scene; helping learners concentrate energy and involvement with the characters being portrayed.

Setting and Staging – identifying ways in which learners can reveal the world in which their characters live and the physical aspects of where the scene takes place; devising ways in which learners can make the most of their performance space.

Repertoire and the Learner – identifying Solo/Duo acting scenes appropriate for age, maturity, gender, cultural/linguistic background, intellect, physique, ability, special needs, interests, previous experiences, previous progress and achievement.

 

4 Musical Theatre

Assessment Criteria

LTCP students must be able to:

4.1    Devise strategies for developing vocal technique and rhythmic awareness in song

4.2    Devise strategies for developing interpretation skills in performing a song

4.3    Devise strategies for creating a situation and singing in role

4.4    Devise strategies for setting scenes and making effective use of a performance area

4.5    Devise strategies to aid the selection of songs which are appropriate for learners’ emotional and technical capabilities and which match grade requirements

4.6    Devise strategies to assist interaction between learners in Duo and Group Musical Theatre.

 

Knowledge Requirements

Vocal Technique – devising strategies and exercises to develop learners’ breath control, resonance, clarity of diction, security of intonation and awareness of melody when performing a song.

Rhythmic Awareness – identifying ways in which learners can develop awareness of different rhythmic patterns in a song (the recurrence of stress at regular intervals).

Interpretation Skills – devising strategies for learners to clarify the sense behind the words of a song and convey the feelings and emotions behind them.

Devising a Situation – identifying processes and strategies for developing a structured scene based around the world presented in a song and the physical aspects of where the scene takes place.

Singing in Role – devising strategies for learners to reveal what a character is thinking, how a character is feeling and any changes in mood throughout the song; helping learners concentrate energy and involvement with the characters being portrayed.

Setting and Staging – identifying ways in which learners can reveal the world in which the characters presented in their songs live and the physical aspects of where the scenes take place; devising ways in which learners can make the most of their performance space.

Repertoire and the Learner – identifying solo/duo songs appropriate for age, maturity, gender, vocal range, previous progress and achievement.

Interaction – devising strategies for learners to react to each others’ characters, words, facial expressions or actions.

 

Unit 2: Aim and Assessment Criteria of Teaching Skills

 

Unit 2 enables the LTCP student to develop the practical skills required for planning sessions, teaching and assessing learners within the framework provided by LAMDA’s Solo/Duo and Group examinations in Acting and Devising Drama and in Miming (Solo/Duo only) at Entry and Level 1. This will also include Solo/Duo and Group Musical Theatre if the optional element is studied.

 

5 Planning

Assessment Criteria

LTCP students must be able to:

5.1    Identify the learning needs of individuals

5.2    Identify the requirements of the LAMDA Solo/Duo examinations in Acting, Devising Drama and Miming and LAMDA Group examinations in Acting and Devising Drama at Entry and Level 1. This will also include Solo/Duo and Group Musical Theatre if the optional element         is studied

5.3    Plan and structure sessions/programmes that have clear learning outcomes, are appropriate, well paced and motivate the learners

5.4    Plan and structure sessions/programmes for individuals and groups

5.5    Select and prepare suitable resources for stimulus, inspiration, explanation and information.

 

Knowledge Requirements

Individual learning needs – identifying age, maturity, gender, cultural/linguistic background, intellect, physique, ability, special needs, interests, previous experiences, previous progress and prior achievement

LAMDA Examinations criteria – identifying learning objectives, specific content and assessment requirements as specified in the syllabus.

Individuals and groups – planning sessions/programmes for individuals, small groups (2-10) and larger group settings (11 upwards).

Resources – selecting suitable repertoire; using other stimulus as appropriate, for example music or props.

 

6 Teaching

Assessment Criteria

LTCP students must be able to:

6.1    Teach different abilities of learners, individually and in groups

6.2    Match appropriate teaching/learning strategies to learners’ needs

6.3    Communicate instructions, explanations, directions and feedback clearly and appropriately

6.4    Direct drama with an appropriate level of technical and artistic understanding

6.5    Direct musical theatre with an appropriate level of technical and artistic understanding (if the optional element has been studied).

 

Knowledge Requirements

Age and group size – teaching individuals, small groups (2-10) and larger group settings (11 upwards).

Teaching/learning strategies – devising closed and open-ended tasks, individual and collaborative tasks, teacher-centred and learner-centred tasks.

Communication techniques – projecting audibly and intelligibly; using appropriate modulation and tonal quality; choosing language appropriate to task and learners.

Instruction, explanation, direction, feedback – using imagery, symbols, metaphors; avoiding bias or discrimination.

 

7 Assessing

Assessment Criteria

LTCP students must be able to:

7.1    Use a range of initial assessment techniques to suit the age, ability and aspirations of learners

7.2    Assess the outcomes of learning in line with LAMDA examinations’ assessment criteria

7.3    Monitor programmes and use results to improve teaching and learning.

 

Knowledge Requirements

Initial assessment – gathering information about experiences, attainments, aptitude, ability, commitment, difficulties, special needs and personal characteristics.

Assessing outcomes – using formative and summative assessment; using self, peer and course trainer assessment; meeting LAMDA examinations’ assessment requirements; meeting technical, aesthetic and artistic assessment criteria; recording assessment, giving feedback and communicating results.

Monitoring and evaluation – tracking and analysing individual and group progress/attainments; monitoring programmes at regular intervals; identifying problems and patterns; using results to implement improvement.

 

1 Internal Assessment Task – Oral Assessment  (40% of Total 100% Marks)

 

Content

 

Each LTCP student is required to give an oral presentation during his/her course programme. This must include:

 

·       a memorised performance of one of the set solo scenes from the LAMDA Acting Anthology Vol. 2 (Level 1).

·       a presentation of strategies for how to teach the selected acted scene, for a learner to present in performance.

·       There will be a little interactive discussion between the examiner and the candidate once they give the presentation. The examiner may ask a few questions like, why did you choose this piece? How did you develop it? How would you develop it to teach it to a large group?

 

Format

 

The oral presentation must be no less than 20 minutes and no more than 30 minutes in length.  Exercises may be practically demonstrated during the course of the oral presentation.

 

2 External Assessment Task – Written Assessment  (60% of Total 100% Marks)

 

Content

 

The LTCP student must complete a Scheme of Work. This will be an outline of a series of ten lessons for preparing a group of learners for assessment in one of the following examinations: LAMDA Solo/Duo examinations in Acting, Devising Drama or Miming, or LAMDA Group examinations in Acting or Devising Drama. If the LTCP student is taking the optional element (4) in Unit 1 they will need to select Solo/Duo or Group examinations in Musical Theatre for their assessed Scheme of Work.

 

There will be email support by the tutor of LAMDA UK providing advises on candidate approach, plan and proposed content.

 

The Scheme of Work must include the following over-arching information:

general aim

group size and age range

learning needs of the group

grade and type of examination

context.

 

It must also include the following information for each individual lesson:

  aim

  learning outcomes

  length of lesson

  teaching strategies

  resources

  assessment strategies

  evaluation.

The Scheme of Work must also indicate continuity and progression, demonstrating how each lesson in the series meets the stated general aim.

 

Format

 

The Scheme of Work must be typed or word processed, include footnotes of any quoted references and a bibliography listing titles, authors and publishers. An Assignment/Portfolio of Evidence cover sheet must be attached to the submission. The declaration of authenticity section must be signed by the LTCP student.

 

Photographic or audio evidence may be included if appropriate to topic and purpose.  Audio cassettes or DVDs must not be more than 15 minutes in length and must be footnoted and clearly referred to in the main body of the Scheme of Work. Submission of such material is optional.

 

LTCP students are required to keep a copy of their Scheme of Work as originals will not be returned by LAMDA Examinations.

 

Table A

 

The LAMDA Teacher’s Certificate in Performance (LTCP)

MARKING SCHEME FOR INTERNAL ASSESSMENT TASK (UNIT 1): ORAL PRESENTATION

The table below illustrates the numerical marks available within each band of attainment (Pass, Merit and Distinction).

 

 

KNOWLEDGE

(70 marks)

 

PRESENTATION

(30 marks)

 

 

Distinction

80+

 

    Clarifies the thoughts within the text

    Demonstrates a comprehensive understanding of rhythm and timing

    Demonstrates an extensive understanding in the teaching of performance skills at Entry Level and Level 1

 

    Presents information clearly and coherently

    Adapts all language to purpose, topic and audience

 

56-70

24-30

 

 

Merit

65-79

 

    Clarifies most of the thoughts within the text

    Demonstrates a secure understanding of rhythm and timing

    Demonstrates a secure understanding in the teaching of performance skills at Entry Level and Level 1

 

    Presents most of the information clearly and coherently

  Adapts most language to purpose, topic and audience

 

46-55

19-23

 

 

Pass

50-64

 

    Clarifies some of the thoughts within the text

    Demonstrates a basic understanding of rhythm and timing

    Demonstrates a basic understanding in the teaching of performance skills at Entry Level and Level 1

 

    Presents some of the information clearly and coherently

    Adapts some of the language to purpose, topic and audience

 

35-45

15-18

 

 

Fail

0-49

 

    Demonstrates insufficient clarity and expression in the speaking of the text

    Demonstrates little or no understanding of rhythm and timing

    Demonstrates little or no understanding in the teaching of performance skills at Entry Level and Level 1

 

    Presents information with insufficient clarity and coherence

    Does not adapt language to purpose, topic and audience

 

0-34

0-14

 

Table B

 

The LAMDA Teacher’s Certificate in Performance (LTCP)

MARKING SCHEME FOR THE EXTERNAL ASSESSMENT TASK (UNIT 2): SCHEME OF WORK

The table below illustrates the numerical marks available within each band of attainment (Pass, Merit and Distinction).

 

 

KNOWLEDGE

(70 marks)

 

PRESENTATION

(30 marks)

 

 

Distinction

80+

 

    Demonstrates a comprehensive technical and artistic understanding in the subject of performance skills at Entry Level and Level 1

    Demonstrates a comprehensive understanding in planning, preparing and assessing teaching sessions, appropriate to LAMDA examinations

 

    Organises and presents all information clearly and coherently

    Organises and presents all information in a format appropriate to purpose, topic and audience

    Uses relevant and appropriate vocabulary

 

56-70

24-30

 

 

Merit

65-79

 

    Demonstrates a sound technical and artistic understanding in the subject of performance skills at Entry Level and Level 1

    Demonstrates a sound understanding in planning, preparing and assessing teaching sessions, appropriate to LAMDA examinations

 

    Organises and presents most of the information clearly and coherently

    Organises and presents most of the information in a format appropriate to purpose, topic and audience

    Uses relevant and appropriate vocabulary most of the time

 

46-55

19-23

 

 

Pass

50-64

 

    Demonstrates a basic technical and artistic understanding in the subject of performance skills at Entry Level and Level 1

    Demonstrates a basic understanding in planning, preparing and assessing teaching sessions, appropriate to LAMDA examinations

 

    Organises and presents some of the information clearly and coherently

    Organises and presents some of the information in a format appropriate to purpose, topic and audience

    Uses relevant and appropriate vocabulary some of the time

 

35-45

15-18

 

 

Fail

0-49

 

    Demonstrates little or no technical and artistic understanding in the subject of performance skills at Entry Level and Level 1

    Demonstrates little or no understanding in planning, preparing and assessing teaching sessions, appropriate to LAMDA examinations

 

    Organises and presents information with insufficient clarity and coherence

    Does not present information in a format appropriate to purpose, topic and audience

    Does not use relevant and appropriate vocabulary

 

0-34

0-14

Suggested Bibliography

Title

Author

Publisher

Date

 

Unit 1: Subject Knowledge

 

 

 

 

1 Voice, Speech and Movement

 

 

 

Clear Speech

Malcolm Morrison

Heinemann

2001

The Right to Speak

Patsy Rodenburg

Methuen

1992

 

2 Dramatic Play and Interaction

 

 

 

Gamesters Handbook

Brandes and Phillips

Hutchinson

1982

101 Drama Games and Activities

David Farmer

Createspace

2009

Mime and Improvisation

Hammond and Muir

LAMDA/Oberon

2005

House of Games

Chris Johnston

Nick Hern Books

2005

Look, Listen and Trust

Rawlins and Rich

Macmillan/Nelson

1985

101 Drama Games for Children: Fun and Learning with Acting and Make Believe

Paul Rooyakers

Hunter House

1999

Child Play: Its Importance for

Human Development

Peter Slade

Jessica Kingsley

1995

Drama Games for Classrooms and Workshops

Jessica Swale

Nick Hern Books

2009

Creating Drama with 7-11 year olds

Miles Tandy and Jo Howell

Routledge

2010

 

3 Working with Text

 

 

 

The LAMDA Acting Anthology Vol. 1

 

LAMDA

2004

The LAMDA Acting Anthology Vol. 2

 

LAMDA

2009

 

4 Musical Theatre

 

 

 

Disney Mega-Hit Movies – Easy Piano

www.sheetmusicplus.com

Hal Leonard

2002

Musical Theatre Exploring the World Through Song

 

LAMDA

2009

Songs We Always Sing 175

Favourites for Children

www.musicroom.com

Kevin Mayhew

2010

Still More Disney Solos for Kids

www.musicroom.com

Hal Leonard

2010

The National Songbook Fifty Great Songs for Children to Sing

www.musicroom.com

Novello

2008

 

Unit 2: Teaching Skills

 

 

 

 

5. Teaching

 

 

 

Teaching Drama in Primary and Secondary Schools: An Integrated Approach

Michael Fleming

David Fulton

Publishers Ltd.

2001

Monitoring, Assessment,

Recording and Accountability: Early Years and Primary

Rita Headington

David Fulton

Publishers Ltd.

2004

Assessing Students: How Shall We Know Them?

Derek Rowntree

Harper and Row Ltd.

1980