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Cambridge

TECHNICALS

OCR LEVEL 3 CAMBRIDGE TECHNICAL


CERTIFICATE/DIPLOMA IN

PERFORMING ARTS
DEVELOPING VOICE FOR THE ACTOR
L502 / 5096 LEVEL 3 UNIT 23 GUIDED LEARNING HOURS: 60 UNIT CREDIT VALUE: 10

DEVELOPING VOICE FOR THE ACTOR


L502 / 5096 LEVEL 3 UNIT 23

AIM OF UNIT
A learner may have to sustain a drama performance over two or three nights, a professional actor has to sustain a performance for much longer. A professional actor relies on the quality and use of his voice throughout his career. The aim of this unit is to engender learners with an understanding of the care and control necessary for an actor to produce good vocal quality and health. To this end learners will be guided through the fundamentals of voice production. They will explore and understand the importance of finding the appropriate voice for a character rather than imposing vocal characteristics or accent. They will understand the importance of releasing tension and caring for the voice in preparation for the demands of performance.

www.ocr.org.uk

Developing voice for the actor Level 3 Unit 23

ASSESSMENT AND GRADING CRITERIA

Learning Outcome (LO)

Pass
The assessment criteria are the pass requirements for this unit.

Merit
To achieve a merit the evidence must show that, in addition to the pass criteria, the learner is able to: M1 explain and demonstrate an element of voice production or control, linked to the maintenance of a healthy voice M2 devise a vocal warm up including relaxation techniques M3 demonstrate well prepared versatile vocal techniques in two contrasting performance pieces

Distinction
To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to:

The learner will: 1 know the principles of voice production and vocal health

The learner can: P1 describe the principles of voice production and their association with vocal technique in performance P2 describe how to maintain a healthy voice

be able to participate in and contribute to voice classes be able to demonstrate vocal technique in performance

P3 participate in voice classes P4 contribute to the delivery of voice classes P5 Demonstrate competently the application of vocal technique in performance

D1 lead the class through the warm up and relaxation exercises D2 evaluate the voice in performance

TEACHING CONTENT
The unit content describes what has to be taught to ensure that learners are able to access the highest grade. Anything which follows an i.e. details what must be taught as part of that area of content. Anything which follows an e.g. is illustrative, it should be noted that where e.g. is used, learners must know and be able to apply relevant examples to their wok though those do not need to be the same ones specified in the unit content. know the principles of voice production and vocal health Learners should be made aware of the function of: The anatomy of the voice The lungs, rib cage, intercostals muscles, diaphragm, larynx, vocal chords, pharynx and other principal resonators Breathing The function of the lungs, rib cage, intercostals muscles, diaphragm different methods of breathing and their usage upper chest or clavicular lower chest or abdominal method whole chest or intercostal diaphragmatic method The points of articulation Soft palate and uvula, upper teeth, teeth ridge and hard palate, the tip middle back of tongue, the lips, the application of articulation Production of the consonants Fricative, stop or plosive, lateral, trilled, nasal, use and misuse of the glottal stop Voice modulation Pitch, pace, pause, tone quality, tone quantity Vocal Health The importance of relaxation, good posture, negative effect of smoking, drugs, alcohol, the importance of good diet, importance of warming up the voice and use of vocal exercises and techniques Be able to participate in and contribute to voice classes Warm up exercises Tutor led group warm up sessions leading to individual warm-up routines, all of which aim to stretch and flex all parts of the voice and speech apparatus. Including tensing and releasing neck and shoulders, face and jaw, the spine, breathing exercises and control, humming and intoning Voice exercises points of articulation, the tongue, soft palate, lips, placing consonants & vowel sounds phonetics monophthongs / diphthongs /triphthongs, dialects/accents Modulation exercises Pitch, pace, inflection and tone Text exercises Tongue twisters, prose, poems, reading at sight, dialogue, monologues, soliloquys Relaxation Tutor led whole group physical relaxation exercises, individual relaxation routines before and after performance

www.ocr.org.uk

Developing voice for the actor Level 3 Unit 23

Be able to demonstrate vocal technique in performance Projection of the voice in different performance environments Study of the phonetic alphabet, monothongs, diphthongs, triphthongs Using the phonetic alphabet to place dialects and accents Use and selection of a variety of texts, monologues, duologues, scenes, prose, poetry suited to the learners voice Recording the voice, reflection and analysis of the individuals voice

DELIVERY GUIDANCE
For the realisation of this unit the main focus should be on the experimentation and exploration by the learner of the potential and welfare of their voice. Be able to demonstrate vocal technique in performance

Know the principles of voice production and vocal health

The unit should be established by the fundamentals of how we breathe and how voice is made, breath control and the importance of relaxation and the easing of tension for good voice production and how to maintain a healthy voice. The fundamentals can be taught using simple diagrams and handouts. Exercises to reinforce and develop understanding of the key elements of voice production, breath control, good posture, relaxation and healthy maintenance, should be demonstrated by the tutor and then copied explored and practiced by the learner. Learners should be encouraged throughout the unit to ask questions, take notes and discuss theory and practice.

The tutor should give all the learners a copy of the phonetic alphabet and demonstrate how using the alphabet can establish a dialect or accent. Learners should explore the alphabet and with tutor support apply its use to a range of suitable performance material. The learner will be guided in their choice of two contrasting speeches for development and performance. During the rehearsal period feedback should be given to the learner by both the tutor and if applicable the rest of the group as an audience. Tutors should enable the learner to record and listen to their voice. Learners should be encouraged to use their warm up and relaxation routines during the rehearsal period to promote good practice. Finally the learners should perform their memorised speeches in an appropriate environment and having received feedback evaluate their work.

Be able to participate in and contribute to voice classes

The unit should progress using a workshop approach with the tutor initially leading all the exercises in voice production and control, articulation and modulation but as the learner gains more confidence and understanding they should build up their own repertoire of warm ups, vocal exercises and relaxation techniques suited to their individual vocal requirements. The learner should be assisted by the teacher to individually develop the potential of their voice in combination with the exploration of a range of vocal and physical exercises using a variety of material. Handouts of all the exercises should be available for learners. Learners should share good practice with their peers.

www.ocr.org.uk

Developing voice for the actor Level 3 Unit 23

SUGGESTED ASSESSMENT SCENARIOS AND GUIDANCE ON ASSESSMENT


Evidence for moderation will be provided through a portfolio, which should include labelled diagrams, learners notes and copies of speeches and texts explored during the unit. This portfolio should provide the actor with a useful range of information and material to enable them to develop and exercise their voice. Further evidence will be recorded and formatted onto DVD and made available for moderation. Tutors supporting notes on the individual learners application, development and achievement will provide the final evidence for the moderator.

Assessment and gading criteria P1,P2,M1


Learners will begin to collect material which will form part of a portfolio for use by the actor, This will include at this stage labelled diagrams and to gain P1 their own notes and descriptions on how we breath/different types of breathing, voice production and control and the importance of good posture. For P2 the portfolio should contain further notes on how to maintain a healthy voice including detailed reference to the importance of relaxation. To gain M1 the learner will focus on one aspect of this material and give a presentation / demonstration to tutor and peers on their chosen area. E.g. Three main types of breathing upper chest, lower chest, intercostals diaphragmatic method. The presentation /demonstration should be recorded for moderation.

Assessment and gading criteria P3,P4,M2,D1


To gain P3 learners will participate in a range of voice classes/workshops. Tutors will record and monitor learners application and progression during the classes. Copies of the exercises undertaken will form part of their portfolio and learners will expand their portfolio with copies of suitable texts for the development and exercise of their voice. To gain P4 learners should take some responsibility for delivering a particular exercise to the class. For M2 learners will develop their own vocal warm up and relaxation routines using a series of exercises which they will demonstrate to their tutor/peers and provide evidence of within their portfolio. For D1 Learners will again focus on one particular area of voice production, control, articulation or moderation and with confidence lead a small group or class of their peers in a short practical workshop within their chosen area. The workshop will be recorded for moderation.

Assessment and gading criteria P5,M3,D2


Learners will select, rehearse and perform two contrasting performance pieces. One of the speeches should demonstrate the use of a dialect or accent. To gain P5 both performances should demonstrate an understanding of how to use the voice within the chosen performance space. For M3 learners should demonstrate two contrasting speeches establishing character and textual context for an audience through their use of voice. The performances should be recorded and made available for moderation. To gain D2, responding to feedback and having watched the recording of their performances a detailed written or recorded analysis and evaluation of the learners voice in performance should form the final part of the portfolio.

RESOURCES
Suitable workshop and performance space Camera for filming Recording equipment Selection of suitable texts to facilitate the requirements of the unit Variety of breathing vocal exercises

Books The Right to Speak The Actor Speaks Speaking Shakespeare Voice and the Actor Complete Handbook of Voice Training The Voice Book Your Voice and How to Use It Voice and the Actor The Actor and the Text Effective Speaking Speak with Confidence Voice & Speech in the Theatre Its The Way You Say It Voice Disorders The Complete Voice and Speech Workout The Verbal Arts Workbook Speaking Shakespeare Patsy Rodenburg Patsy Rodenburg Patsy Rodenburg Rena Cook Richard Alderson Kate De Vore / Starr Cookman Cicely Berry Cicely Berry Cicely Berry J.G Marash J.Holgate & D.Coulter J. Clifford Turner Dr Carol Fleming Christine Sapienza / Bari Hoffman Ruddy Janet Rodgers David Carey / Rebecca Clark Carey Methuen Drama Routledge Palgrave Macmillan Palgrave Macmillan Methuen Drama Parker Publishing Company Chicago Review Press Virgin John Wiley & Sons Virgin Harrap Stanley Paul Methuen Drama Universe Plural Publishing Inc Applause Theatre 0878300554 0312295146 1403965404 1408154609 0131613073 1556528299 0863698263 0020415559 0863697054 024555839 0091198607 0713681888 1450215165 1597561428 1557834989 1408123460

DVDs Where Words Prevail The Vocal Arts Workbook and DVD A Voice of Your Own Cicely Berry/Steven Budlong/ Salvatore Rasa David Carey Patsy Rodenburg Methuen Drama Applause Theatre PBS 0713688246

www.ocr.org.uk

Developing voice for the actor Level 3 Unit 23

LINKS TO NOS
Suite CCSTP SKSJ CCS CA Ref 15 34 8 National Occupational Standard Provide leadership Develop voice and presentation skills Obtain and use research information

CONTACT US
Staff at the OCR Customer Contact Centre are available to take your call between 8am and 5.30pm, Monday to Friday. Were always delighted to answer questions and give advice.

Telephone 02476 851509 Email cambridgetechnicals@ocr.org.uk www.ocr.org.uk

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