Reading for Performance Exams

General information, links and use of performance space.

Recently I received an email from a subscriber and I thought it was about time that I focussed on Reading for Performance exams in this forum as they really do suit some students. Below you will find:

1. The fundamentals of this exam

2. An example of an introduction, link and conclusion at Grade 2 level

3. A handout for students doing Grade 1-3.

4. Ideas for themes.

Here’s the email that inspired this post:

Hi Gabi,
I recently moved into Reading for Performance for one of my students as she struggles with her working memory. We started on Grade Two and she did so well with distinctions in all areas except the introduction, link and conclusion area. This may well be her memory that let her down but I just wanted to know what was expected grade to grade for the intro, link and conclusion. Also what is the expectation for movement?

Great question! I wish more of my students opted for Reading for Performance. It’s a lovely exam and the only one (until PCertLAM) that allows them to perform a complete recital, rather than taking breaks between pieces.

For those of you who are unfamiliar with this exam, here is some basic information.

The fundamentals of the Reading for Performance Exam

• Pieces MUST NOT BE learned by heart

• Pieces can come from the current Verse and Prose Anthology (but they don’t have to) - you have completely free choice

• Pieces should be read from a folder or from a book – not from pieces of paper

• Pieces must be connected by a theme

• The whole stage must be set up at the start. Once the student begins the examiner will not stop them until the whole performance has finished.

• Different areas of the stage should be used (from Grade 1 they are marked on “appropriate use of performance space”

• Small props are allowed, if appropriate, although should be kept to a minimum

• Students must include an INTRODUCTION, REFLECTIVE LINKING STATEMENTS, A CONCLUSION – these MUST be learned by heart

• At Entry Level both pieces are verse

• At Level 1 students choose one piece of verse and one piece of prose

• At Level 2 three pieces must be chosen (the third piece either verse or prose)

• Level 3 is the same as Level 2 but now you have the option of the third piece being a dramatic reading from a play.

• At Level 3 learners also need to SIGHT-READ from the book that their prose selection came from – they are given one minute to view the text prior to reading.

  Example of Introduction, Linking Statement and Conclusion and suggested movements at Grade 2 Level

THEME: Can Toys Be Real?

The stage is set from the start of the recital. Stage right there is a chair on which sits a rag doll. The student’s folder containing their pieces is on the floor downstage left.

INTRODUCTION (spoken by heart, centre-stage):

Sometimes when I come into my bedroom I notice that one of my teddy bears is in a different place. Is it possible that when I go out they come to life? This was the main idea in my favourite film, ‘Toy Story’, and I’ve decided to use it as my theme today. My first piece comes from ‘The Velveteen Rabbit’ by Margery Williams.

The student moves down stage left and sits on the floor. They pick up their folder and start reading the extract as if they are the rabbit looking up at the Skin Horse. During the Skin Horse’s big speech they stand and move around as if looking down at the rabbit. At the end of the speech they close the folder and return to centre-stage.

LINKING STATEMENT (again this is spoken by heart):