Where some work is particularly commendable
in any of these categories examiners may award a ‘plus’ on the
candidate’s report.
The ‘plus’ will also appear on the certificate.
Certificates for Modular examinations will not be issued until all modules
are completed.
Diploma assessment
Successful candidates will be assessed either as ‘Pass’ or ‘Not
Achieved.’
Where the work is of an exceptionally high standard ‘Pass with Distinction’
will be awarded.
To achieve a ‘Pass’ in practical modules:
• Competence in all learning outcomes is expected
at Associate level.
• Mastery in all learning outcomes is expected
at Licentiate level.
• Professional excellence in all learning outcomes is required
at Fellowship level.
In theory examinations:
• The standard required for Associate Diploma is year one university
equivalent.
• The standard required for Licentiate Diploma is bachelor
degree equivalent.
• The standard required for Fellowship is post graduate diploma
equivalent.
Certificates will not be issued until all modules and theory components
have been completed.
Certificate of Attainment
(Initial to Grade 8)
Special needs students are encouraged to sit grade examinations.
Speech New Zealand will award a ‘Certificate of Attainment’
to candidates with any disability which may affect their performance, if
the examiner is satisfied that they are doing the best work of which they
are capable.
Certificates of Attainment will be assessed in the same way as grade examinations.
The entry form must have the words ‘Certificate of Attainment’
clearly noted on it and be accompanied by the form detailing the specific
nature of the candidate’s disability and any special requirements.
This form is available from the Local Secretary.
Special group examinations for certificate of attainment candidates may
be arranged if there are sufficient numbers and sufficient lead-in time
is available to make arrangements. Please contact the national office directly.
English for speakers of other languages
Some speakers for whom English is not the first language, who have reached
competency, enter and attain Speech New Zealand grade examinations.
However, the preferred option may be the Speech New Zealand syllabus ‘Oral
Communication in English for Speakers of Other Languages (OCESOL).’
Another option, for speakers who are less competent but still have reasonable
fluency, may be to enter for ‘Certificate of Attainment’ within
the grade examinations.
The entry form must have the words ‘Certificate of Attainment’
clearly noted on it and be accompanied by a note stating the candidate’s
first language.
This form is available from the Local Secretary.
General Information
Age entry
There is no age restriction for candidates entering grade examinations.
The following list is a guide to teachers in placing candidates in grades:
| Initial |
|
7 years and over |
| Grade 1 |
|
8 years and over |
| Grade 2 |
|
9 years and over |
| Grade 3 |
|
10 years and over |
| Grade 4 |
|
12 years and over |
| Grade 5 |
|
13 years and over |
| Grade 6 |
|
15 years and over |
| Grade 7 |
|
16 years and over |
| Grade 8 |
|
17 years and over |
Entries
Entry forms, available from the Local Secretary, must be completed by the
teacher or candidate. Accurate entries, together with the registration fee,
must be received by the Local Secretary no later than the closing date
notified by the Speech New Zealand.
To contact your Local Secretary, phone 0800 SPEECH.
Inaccurate Entries
Inaccurate spelling of names or inaccurate grades which have to be corrected
at time of examination or certification will incur a financial penalty.
Late Entries
Late entries carry a penalty of 50% of the examination entry fee.
They will be accepted by the Local Secretary only during the seven day period
following the notified closing date.
Modular Entries
Candidates are urged to ensure names entered are spelt consistently throughout
the entire range of modules to guarantee matching for certificate preparation,
e.g. John Smith should not later appear as J Smith.
Names are held in files for each centre.
Where examinations are taken in different centres to that of the first module,
candidates must notify the national office.
Special regulations apply in centres which have supplementary examination
days; teachers should apply to national office for details.
Completion of Modular and Diploma Examinations
There is no time limit on the completion of these examinations
Re-entry
Candidates who are unable to attend the examination because of illness must
notify the Local Secretary promptly.
Applications for re-entry on medical or compassionate grounds must be made
in writing, together with supporting documents.
Refunds
Applications for refunds must be made in writing with supporting documentation.
A copy of Speech New Zealand’s full policy on refunds is available
on request and may be obtained from either local secretaries or the national
office.
Speech New Zealand ‘Guidelines’ comply with the legal requirements
of the various Consumer Protection Acts.
Examination Centres
The Local Secretary will notify candidates of the place and time of attendance.
Once notified these times are final.
Attendance
Candidates must attend the examination centre 15 minutes before the examination
time stated on their form.
Procedures within examinations
• Examinations are conducted in English, but brief introductions
or phrases in other
languages are acceptable.
• Name tags should be worn by all candidates and will be supplied
by the Local Secretary.
• Time limits must be strictly observed.
Candidates may be disadvantaged in discussion or impromptu
sections if prepared work
exceeds time limits.
Order of presentation:
• Candidates may present their work in any order within an examination.
Visual Aids:
• The use of visual aids, where appropriate, is encouraged.
These should be the candidate’s own work.
Equipment:
• It is the responsibility of the candidate to provide any equipment
necessary for the
presentation of work in the examination.
Senior candidates who intend to use electronic equipment
should advise accordingly at
time of entry so that the Local Secretary can schedule the
timetable to accommodate them.
Reading:
• Books may be fiction or non-fiction.
Sight reading may taken from any part of the book.
Talks:
• Talks which are memorised or read are not acceptable.
Texts:
• Candidates must supply examiners with legible copies of poems,
prose, dramatic
extracts and any devised work.
• Background material and/or texts specifically requested are
to be handed in prior to the
examination to allow the examiner time to be fully conversant
with the content and,
where necessary, to set appropriate work for use during
the examination.
Failure to provide time for this background work disadvantages
the candidate and
increases pressure on examiners.
• At Grade level: Where a candidate does not
provide required material, or information for the examination, or within the
specified time period, this omission will be reflected in the level of achievement
awarded.
• At Diploma level: Where a candidate does not
provide the required material within the specified time the examination may
not be able to proceed.
Observers/Audience
Parts of some examinations require the presence of an audience or a group
of students. Candidates should provide their own audience or students.
Any difficulties arising from this requirement should be discussed with
the Local Secretary at time of entry.
For Fellowship master-classes, students will be arranged by the Local Secretary
in consultation with the candidate.
Speech New Zealand reserves the right to invite or exclude observers at
any examination.
From time to time a trainee examiner will be in the examination
room and, under the direction of the examiner, may take part in the examination.
Videoing
Videoing is NOT permitted during examinations. However, in exceptional
cases, prior arrangements may be made with Speech New Zealand.
Theory Examinations
Written examinations are held twice a year, in May and August/September.
For details of examination times, also closing dates for entries, contact
your Local Secretary.
Speech New Zealand no longer has an open book policy for examinations
but the candidate may refer to the relevant Speech and Drama or Public Speaking
syllabus booklet which will be provided by the Local Secretary or examination
supervisor.
Examination Reports and Certificates
Examination reports will be distributed to teachers by local secretaries.
Certificates will be awarded to successful candidates; when certificates
are received from national office the Local Secretary will notify teachers.
Reports and certificates are the property of the candidate.
The examiner's decision is final.
Complaints Procedure
Complaints must be received within 14 days of the receipt
of results of the examination. All complaints must be in writing and addressed
to :
The Executive Manager, Speech New Zealand,
PO Box 12-023, Wellington.
Resources
CLIPBOARD, a regular newsletter distributed free to teachers, is
available on request. It contains articles relating to specific teaching
points, examinations, Speech New Zealand policies and is of general interest
to teachers.
Other resource material, is available from time to time and advertised in
CLIPBOARD or on the web-site, www.nzspeechbd.co.nz
Specific requests for information regarding clarification of the syllabus
content or management of the examinations are welcome and should be addressed
to
the National Office.
Academic dress
All holders of LSB and FSB qualifications are eligible to wear a Speech
New Zealand stole over a black undergraduate gown.
The stole is deep blue and silver, embroidered with Speech New Zealand insignia.
The stole for fellowship holders has an extra edging of silver braid.
These are available for purchase or hire – contact the National Office
on 04 498 9660.
Back to Top
Introduction to Senior grade examinations
Grade 5 introduces candidates to the senior level and modular examinations.
Grade 6 develops the skills of research and performance learnt at Grade 5.
Grade 7 extends these skills to a greater depth.
Grade 8 consolidates these skills in preparation for study at Diploma level.
Modules
Modules may be taken individually and in any order.
There is no time limit for the completion of modules.
Grade 5 consists of two modules.
Grades 6 – 8 each consist of three modules.
Modules One and Two are compulsory.
For Module Three, candidates may choose either Communication or Literature
to complete the examination.
As a guide to candidates and teachers, specific learning outcomes for each
activity are listed after each syllabus prescription.
This is to assist understanding of syllabus prescriptions and recognition
of the elements inherent in each section.
Entries:
Candidates are urged to ensure names entered are spelt consistently throughout
the entire range of modules to guarantee matching for certificate preparation
e.g. John Smith should not appear later as J Smith.
Names are held in files for each centre. Where examinations are taken in different
centres to that of the first module, candidates must notify the National Office.
SCHOLARSHIPS
There are several scholarships offered for senior grades (see page 3).
Overview Grades 5 to 8
Grade five forms a link between the strands for Initial
to Grade four and those of Grades six to eight.
It leads into a format where each module has a specific emphasis as follows:
Module 1: Communication through Poetry
(Learning to communicate, analyse and synthesise ideas through poetry)
Module 2: Communication through Drama (Learning to communicate,
analyse and synthesise ideas through drama)
Module 3C: Talking to People (Learning to communicate,
analyse and synthesise through personal and researched ideas)
Module 3L Communication through Literature (Learning to
communicate, analyse and synthesise ideas through reading and research)
Note:
Impromptu skills (Learning to listen, think, re-act, analyse
and synthesise ideas through language and action) are assessed in either
Module 1 or Module 3.
Discussion skills are assessed at the end of each module.
Reading aloud is not assessed at Grade 8.
| |
Module 1 |
Module 2 |
Grade
5 |
Speak a poem 3
mins
Present a characterisation 3
mins
Discuss:
•works of poet and writer
• modulation |
Give a researched, informative talk 4 mins
Sight read from a prepared book
Running commentary or interviewing
or role-playing or storytelling
or improvisation
Discuss:
• the book and another work of the author
• aspects of section 1
|
| |
Module 1
Compulsory |
Module 2
Compulsory |
Module 3 Optional
Communication |
Module 3 Optional
Literature |
| Grade 6 |
Speak a poem 3 mins
Sight read from a book or a short story
Discuss:
• works of writers
• short stories
• modulation,
relaxation,
breathing, voice, production
|
Present a characterisation 3 mins
Give an impromptu talk
or improvisation
or impromptu
storytelling 3
mins
Discuss:
• works of the writer
• interpretation of role
• impromptu section |
Give a researched talk
or a report 4
mins
Tell a myth or legend
or an imaginative
story 4
mins
Discuss:
• aspects of section 1
|
Give a talk on a novelist or short story writer or
genre of novel 4
mins
Speak a passage of prose or devise a performance arising from
a stimulus from your talk 3
mins
Discuss:
aspects of sections
1 and 2 |
| Grade 7 |
Speak two contrasting poems 5
mins
Sight read from an informative text
Discuss:
• works of the poet
• interpretation of the poems
• formation of speech sounds |
Present a characterisation 3 mins
Give an impromptu talk or improvisation or impromptu storytelling
3
mins
Discuss:
• works of the playwright
• interpretation of the role
• basic acting and performance techniques |
Give a developmental informative talk 5 mins
Create and tell a story
5
mins
Discuss:
• aspects of the talk
• storytelling
techniques |
Give a talk on a poet,
group of poets or genre
of poetry 4
mins
Speak a poem related to talk on poetry or
devise a performance arising from a stimulus from your talk 3
mins
Discuss aspects of sections 1 and 2 |
| Grade 8 |
Speak two contrasting poems 6
mins
Discuss:
• works of the writers, their styles and
literary periods
• interpretation of poems • voice and speaking
in relation to poetry speaking
|
Present two contrasting characterisations
8
mins
Discuss:
• works of the writers, their plays and
literary periods
• processes used in developing performance
• connection between style, movement
and costume in the theatre
|
Give a critical appreciation of a play, video or film or
explain a concept for a play 5
mins
Give an impromptu
talk 3
mins
Discuss:
• aspects of sections
1 and 2
|
Give a talk on the works
of a playwright, group of dramatists or genre
of play 5
mins
Present a characterisation related to talk on drama or devise
a performance using a stimulus arising from your talk 3
mins
Discuss :
• aspects of sections
1 and 2
|
Grade 5 Module 1
Time: 12 minutes
- Speak a poem from memory. Limit 3 minutes
- Present a characterisation from a book or play. Limit 3 minutes
- i Bring at least two other poems by your
poet and discuss these with the examiner.
ii Be prepared to discuss the book or play from
which your characterisation is taken.
iii Be prepared to discuss modulation in relation to
Sections 1 and 2.
Learning Outcomes
In order to achieve well at this level you
need to apply all the
skills developed for previous grade examinations AND ...
- Your poem should be performed with confidence.
You should be true to the genre and the poet’s intention.
- Your role should be performed with confidence.
You should sustain your role throughout the performance.
-
| i |
In discussion you should be familiar with your
poem and at least two others by the same poet or where these
cannot be found, works on a similar theme or style.
You should offer your personal opinion on these poems.
Range: content, genre, simple poetic devices. |
| ii |
You should be familiar with the book or play from which your
role is taken. |
| iii |
You should understand the elements of modulation and be able
to give examples from the works presented.
Range: pitch, pace, pause, inflection, volume.
You should recognise these elements and be able to explain their
connection with thoughts and feelings. |
NOTE:
In discussion sections both knowledge and the ability to discuss that
knowledge are of equal value.
|
Grade 5 Module 2
Time: 12 minutes
- Research a topic relevant to your interests.
Give an informative talk based on this topic.
You must state the audience for whom this talk is prepared.
Be prepared to discuss the selection of your material in relation
to its purpose. Limit 4 minutes
- Bring a book you have read.
i The examiner will select an extract for you to read aloud.
ii Be prepared to discuss the book and at least one other by the
same author.
- Take part in an impromptu exercise set by the examiner.
Range: Running commentary, interviewing, role-playing, storytelling, improvisation.
Learning Outcomes
In order to achieve well at this level you
need to apply all the
skills developed for previous grade examinations AND ...
- In your talk your content should
show evidence of research.
You should be able to explain a range of sources for research.
You should be able to explain and and justify the selection of material
for this talk and
how it relates to your stated audience.
- In reading you should integrate the
narration, description and dialogue to produce a
well-shaped text.
You should have read and be able to offer personal opinions on at least
one other book by that writer or, where this cannot be found, on a book
of a similar theme or style.
- In all impromptu exercises you should
ensure the topic and
relevant information are used.
Running Commentary:
You should visualise the event for the listener or the given audience.
You should use language and description suited to the situation.
Your ideas should be structured to set the scene, have a logical development
appropriate to the event and be brought to a firm ending.
For the following, you should also refer to the Learning Outcomes
for Grade four.
- Interview: As the interviewer or interviewee, you
should show
awareness of the type of interview and the degree of formality
required.
- Role-play: You should develop and sustain a credible
role which
is true to life.
You should use mature vocabulary as you work towards a resolution.
- Story-telling: Your story should be soundly structured
and told
with confidence.
- Improvisation: You should show an awareness of
your audience
and confident use of the space.
You should show belief in your character and situation sustaining
this throughout the scene.
NOTE:
In discussion sections both knowledge, and the ability to
discuss that knowledge, are of equal value.
|
Grade 6 Module 1 Compulsory
Time: 12 minutes
- Speak a poem from memory. Limit 3 minutes
- Bring to the examination a book you have read.
Be prepared to discuss the book and others by your writer.
or
Bring to the examination an anthology of short stories which you have read.
Be prepared to discuss aspects of short stories.
The examiner will select an extract for you to read aloud.
- Be prepared to discuss
i the connection between, relaxation, breathing, voice production
and modulation
ii bring at least three other poems by your poet and discuss these
with the examiner.
Learning Outcomes
In order to achieve well at this level you
need to apply all the skills
developed for previous grade examinations AND ...
- Your choice of poem should reflect the maturity of the
grade.
Your voice and speaking should support the poem’s form, style,
message and mood.
- In reading you should engage and hold the attention of
the audience.
You should use voice and speaking to support the content and style of
the extract.
You should have read and be able to offer personal opinions on at least
one other book by that writer or, where this cannot be found, on a book
of a similar theme or style.
You should have read all of the short stories in your anthology and
be able to discuss aspects of short stories with reference to these.
Range: genre, structure, themes.
-
| i |
You should understand the terminology
and be able to explain the processes and connections between each
element. |
| ii |
You should be familiar with your poem and at least
three others by the same poet or where these cannot be found,
works on a similar theme or style.
You should be able to compare and contrast aspects of these poems.
Range: content, genre, poetic devices. |
NOTE:
In discussion sections both knowledge and the ability to discuss that
knowledge are of equal value
|
Grade 6 Module 2 Compulsory
Time: 12 minutes
- Present a characterisation from a play or a novel. Limit 3 minutes
- Give an impromptu talk, improvisation or an impromptu storytelling
set by the examiner. Two minutes preparation time. Limit 3 minutes
- Be prepared to discuss
i the play or novel from which your characterisation is taken and
at least one other work by the same writer
ii the interpretation of your characterisation
iii the processes used in section 2.
Learning Outcomes
In order to achieve well at this level you
need to apply all the skills
developed for previous grade examinations AND ...
- Your role should be convincing within the context of
the scene and the play.
Your scene should be developed towards achieving its dramatic shape.
- Impromptu Talk: You should structure the content of your
talk to suit the topic given.
Your talk should be audience centred.
Your ideas should be expressed fluently and in language appropriate
to the topic, audience and occasion.
Improvisation: Your story line should be developed and shaped to a definite
conclusion.
Impromptu storytelling: Your story should be soundly structured.
You should be imaginatively involved in the telling of the story.
-
| i |
You should be familiar with the book
or play from which your role is taken.
You should be able to compare and contrast this with at least
one other
work by the same writer or where this cannot be found, a work
of a
similar theme.
Range: themes, plot, genre, characters.
|
| ii |
You should be able to explain your character’s
motivation in the context of the scene and the play.
|
| iii |
You should be able to explain aspects of impromptu
talks, impromptu stories and improvisations.
Range: structures, delivery.
In group work – making, accepting and extending offers.
Note:
In discussion sections both knowledge and the ability to discuss
that knowledge are of equal value’
|
|
Grade 6 Module 3
Communication (Choose either Communication or Literature)
Time: 12 minutes
- Give an informative talk on a topic you have researched.
or
Give a report to help a group make a decision or take a course of action.
You must state the purpose of your talk and the audience for whom it is
prepared. Limit 4 minutes
- Tell a myth
or
a legend
or
an imaginative story which shows some elements of originality.
State the audience for whom your story is prepared. Limit 4 minutes
- Be prepared to discuss aspects of your talk and the research involved.
Learning Outcomes
In order to achieve well at this level you
need to apply all the skills
developed for previous grade examinations AND ...
- In your talk your content should be related
to the stated audience.
You should structure your talk to the stated purpose.
You should include content which shows clear thinking and depth of enquiry
or research.
Your visual aids should be neat, clear, prepared for the audience’s
benefit and an integral part of the talk.
Informative talk:
You should choose content to extend the audience’s knowledge.
You should present aspects supported by relevant explanations and/or
examples.
Report:
You should include the purpose, research method and scope.
You should draw a clearly stated conclusion and/or recommendation from
the research.
- In story-telling you should suit the structure, content
and style to your specified audience.
You should sustain imaginative involvement throughout the story-telling.
Your voice and speaking should complement the story-telling.
If you use visual aids, you should integrate them into the story.
- In discussion you should be able to explain how you
researched and selected the material for your talk.
You should be able to extend on information given in the talk.
Note: In discussion sections both knowledge and the ability to discuss
that knowledge are of equal value.’
|
Grade 6 Module 3
Literature (Choose either Communication or Literature)
Time: 12 minutes
- Give a talk on the works of a novelist, or a short story writer, or a
genre of novel.
State the audience for whom your talk is prepared. Limit 4 minutes
- Speak a passage of memorised prose
or
devise a performance using a novel, genre of novel or short story as a stimulus.
This must relate to your talk and the audience stated in Section 1.
Provide script for the prose extract or the devised text. Limit 3 minutes
NOTE:
Sections 1 and 2 may be presented as a seven minute programme.
This should be clearly stated before you start.
- Be prepared to discuss sections 1 and 2.
Learning Outcomes
In order to achieve well at this level you
need to apply all the skills
developed for previous grade examinations AND ...
- In your talk you should clearly define the chosen aspect.
You should include social and historical influences.
- In your presentation of either your extract or your performance:
• you must support an aspect of your talk
• you must memorise your work
• your presentation should be structured and shaped for meaning
and development
• your voice and speaking should support the integrity of the
piece
• you should show sustained involvement
• you should engage the imagination of the audience
In presenting a complete ‘programme’ you may choose to use
shorter performance sections to illustrate aspects of your talk.
However the total balance of performance time must not exceed three
minutes, nor must your programme exceed seven minutes.
- In discussion you should be able to extend information
given in your talk.
You should be able to discuss the interpretation of your extract or
aspects of your devised performance.
Note:
In discussion sections both knowledge and the ability to
discuss that knowledge are of equal value
|
Grade 7 Module 1 Compulsory
Time: 15 minutes
- Speak from memory two poems of contrasting style. Limit 5 minutes
- Bring to the examination an informative text related to your speech and
drama studies. This must be published material such as a magazine or text
book.
The examiner will select an extract for you to read aloud.
One minute preparation time.
- Be prepared to discuss
i the works of your poets
ii the interpretation of your poems
iii the formation of speech sounds.
Learning Outcomes
In order to achieve well at this level you
need to apply all the skills
developed for previous grade examinations AND ...
- Your chosen poems should show contrasts in style
Your voice and speaking should support the demands of the contrasting
styles.
- In reading you should point the key words and phrases
to convey the information.
Your informative text should relate to an aspect of your speech and
drama studies.
Your choice of text should reflect the maturity of the grade.
-
| i |
You should be able to discuss the contrasting
features of the poems
performed. You should be familiar with a range of poems by your
poets.
|
| ii |
You should be able to explain the approach you
used in developing each
style of verse.
|
| iii |
You should be able to define both consonants
and vowels in general terms and can say what each contributes
to language.
You should be able to explain the formation of some specific
consonants.
You should be able to explain the different types of vowel sounds.
NOTE:
In discussion sections both knowledge and the ability to
discuss that knowledge are of equal value
|
|
Grade 7 Module 2 Compulsory
Time: 15 minutes
- Present a characterisation from a play. Limit 3 minutes
- You will choose to do either an impromptu talk or an improvisation or
an impromptu storytelling.
The examiner will give you the topic and other relevant information.
Two minutes preparation time. Limit 3 minutes
- Be prepared to discuss
i the works of the playwright
ii the interpretation of your role
iii basic acting and performance techniques related to section
1.
Learning Outcomes
In order to achieve well at this level you
need to apply all the skills
developed for previous grade examinations AND ...
- Your voice and speaking should support demands of the
role.
- Impromptu talk: Where appropriate,
you should ensure ideas are supported with reasons and examples.
Improvisation: You should establish and sustain convincing
characterisation and situation throughout the scene.
Impromptu storytelling: Your voice and speaking, movement
and gesture should complement the story.
-
| i |
You should be familiar with the play
from which your role is taken.
You should be able to compare and contrast this with at least
one other work by the same writer or where this cannot be found,
a work of a similar theme. Range: themes, plot, genre, characters.
You should also be familiar with other works by the writer.
|
| ii |
You should be able to explain your character’s
motivation in the
context of the scene and the play.
|
| iii |
You should be able to discuss the staging and
presentation of Section 1 using appropriate terminology.
Range: blocking, masking, use of space, focus, angles, exits
and entrances, thought processes, motivation, tension, movement
and gesture …
NOTE:
In discussion sections both knowledge and the ability to
discuss that knowledge are of equal value
|
|
Grade 7 Module 3
Communication (Choose either Communication or Literature)
Time: 15 minutes
- Give an informative talk on an aspect of the development of New Zealand.
or
Give an informative talk on any aspect of the development of theatre.
State the audience for whom your talk is prepared. Limit 5 minutes
- Tell a story that you have created.
State the audience for whom your story is prepared. Limit 5 minutes
- Be prepared to discuss
i ideas and opinions arising from Section 1
ii storytelling techniques.
Learning Outcomes
In order to achieve well at this level you
need to apply all the skills
developed for previous grade examinations AND ...
- In your talk you should include content which shows clear
thinking and depth of enquiry or research.
You should highlight the developmental aspect in the structure so it
is logical and clear.
Your visual aids should support the content.
- In storytelling you should use elements of tension to
create the
dramatic shape.
-
| i |
You should be able to explain how you
researched and selected the material for your talk.
You should be able to extend the developmental aspects given in
your talk.
|
| ii |
You should be able to discuss storytelling techniques
in relation to the work presented. Range: structure, language,
voice, tension, gesture and movement.
NOTE:
In discussion sections both knowledge and the ability to
discuss that knowledge are of equal value
|
|
Grade 7 Module 3
Literature (Choose either Communication or Literature)
Time: 15 minutes
- Give a talk on the works of a poet, a group of poets or a genre of poetry.
State the audience for whom your talk is prepared. Limit 4 minutes
- Speak a poem or poems.
or
Devise a performance using a poem, or an aspect of your talk as a stimulus.
These must relate to your talk and the audience stated in Section 1.
Provide script for the poems or the devised tex t..Limit 3 minutes
NOTE:
Sections 1 and 2 may be presented as a seven minute programme.
This should be clearly stated before you start.
- Be prepared to discuss sections 1 and 2.
Learning Outcomes
In order to achieve well at this level you
need to apply all the skills
developed for previous grade examinations AND ...
- In your talk you should clearly define the chosen aspect.
You should include social and historical influences.
- In your presentation of either your poem(s) or your
performance:
• you must support an aspect of your talk
• you must memorise your work
• your presentation should be structured and shaped for meaning
and development
• your voice and speaking should support the integrity of the
work
• you should show sustained involvement
• you should engage the imagination of the audience
In presenting a complete ‘programme’ you may choose to use
shorter performance sections to illustrate aspects of your talk.
However the total balance of performance time must not exceed three
minutes, nor must your programme exceed seven minutes.
- In discussion you should be able to extend information
given in your talk.
You should be able to discuss the interpretation of your poem/s or aspects
of your devised performance.
NOTE:
In discussion sections both knowledge and the ability to
discuss that knowledge are of equal value
|
Grade 8 Module 1 Compulsory
Time: 15 minutes
- Speak from memory two contrasting poems from different literary periods.
Limit 6 minutes
- Be prepared to discuss
i the works of the writers, their styles and literary periods
ii the interpretation of your poems
iii voice and speaking in relation to your poetry speaking.
Learning Outcomes
In order to achieve well at this level you
need to apply all the skills
developed for previous grade examinations AND ...
- In poetry speaking your voice and speaking should support
the
demands of the poems to make an impact.
-
| i |
You should be able to discuss aspects
of other works by each poet.
You should be able to discuss the broad social and historical
aspects of literary periods to which poems belong.
|
| ii |
You should be able to discuss the contrasting aspects
of the styles of
each poem.
You should be able to discuss the different approaches needed
to speak each form or style of verse including the use of metre,
rhyme and rhythm.
|
| iii |
You should be able to discuss
aspects of vocal techniques in poetry speaking. Range: adjustments
to meet the needs of the poem or the performance space, articulation,
modulation, vocal energy.
NOTE:
In discussion sections both knowledge and the ability to
discuss that knowledge are of equal value
|
|
Grade 8 Module 2 Compulsory
Time: 15 minutes
- Present two contrasting characterisations from plays of different literary
periods. Limit 8 minutes
- Be prepared to discuss
i the works of the writers, their plays and their literary periods
ii the processes used in developing your performance
iii the connection between style, movement and costume in the theatre.
Learning Outcomes
In order to achieve well at this level you
need to apply all the skills
developed for previous grade examinations AND ...
- In performance your extracts should show secure ability
to think, feel,
move and speak in role and have impact.
-
| i |
You should be familiar with whole work
from which each role is drawn.
You should be able to discuss other works by the playwrights.
You should be able to discuss the broad social and historical
aspects of the literary periods to which plays belong.
|
| ii |
You should be able to define the contrasting aspects
of the styles of each role presented.
You should be able to discuss different approaches used to develop
the contrasting roles.
|
| iii |
You should be able to discuss the styles of the
roles performed and how each style is interrelated with movement
and costumes.
You should, where applicable, be able to compare the presentation
of your role with the way it may have been performed within its
own period.
NOTE:
In discussion sections both knowledge and the ability to
discuss that knowledge are of equal value
|
|
Grade 8 Module 3
Communication (Choose either Communication or Literature)
Time: 15 minutes
- Give a critical appreciation of a play, video or film you have seen recently.
Or
Present a concept for a play.
The concept may be your own or one you have seen.
State the audience for whom your talk is prepared. Limit 5 minutes
- Give an impromptu talk on a topic arising from your interests, knowledge
or experience. The examiner will select the topic and the audience after
discussion with you. Limit 3 minutes
Two minutes preparation time.
- Be prepared to discuss aspects of Sections 1 and 2.
Learning Outcomes
In order to achieve well at this level you
need to apply all the
skills developed in grade examinations AND ...
- Your talk should be presented to make an impact on your
audience.
Critical appreciation: You should state your personal
opinion and set the parameters of your appreciation within your introduction.
You should support personal impressions and preferences with reasons
and examples.
You should take into account the nature of the medium.
Concept for a play: You should outline the concept
for the play as a whole.
You should include at least two of the following: theme, staging, design,
time, style, costume, lighting, sound.
You should justify your choice of concept with reference to the text.
- In impromptu speaking your voice, speaking and body
language should support the delivery.
You should structure your talk to achieve the stated purpose.
- In discussion you should be able to extend aspects covered
in your talks.
You should be able to discuss aspects you took into consideration in
connecting with your audiences.
|
Grade 8 Module 3
Literature (Choose either Communication or Literature)
Time: 15 minutes
- Give a talk on the works of a dramatist, a group of dramatists or a genre
of plays.
State the audience for whom your talk is prepared. Limit 5 minutes
- Present a memorised characterisation.
or
Devise a performance using a stimulus from the work of your dramatist or
an aspect of your talk.
These must relate to your talk in Section 1.
Provide script for the characterisation or the devised text. Limit 3
minutes
NOTE:
Sections 1 and 2 may be presented as a seven minute programme.
This should be clearly stated before you start.
- Be prepared to discuss sections 1 and 2.
Learning Outcomes
In order to achieve well at this level you
need to apply all the
skills developed in grade examinations AND ...
- You should clearly define the chosen aspect.
You should include social and historical influences.
- In your presentation of either your characterisation
or your performance:
you must support an aspect of your talk
• you must memorise your work
• your presentation should be structured and shaped for meaning
and development
• your voice and speaking should support the integrity of the
piece
• you should show sustained involvement
• you should engage the imagination of the audience
In presenting a complete ‘programme’ you may choose to use
shorter performance sections to illustrate aspects of your talk.
However, the total balance of performance time must not exceed three
minutes, nor must your programme exceed seven minutes.
- In discussion you should be able to extend information
given in the talk.
You should be able to discuss the interpretation of your role, or the
devised performance.
|
Back to Top
Advanced Certificate of Speech
New Zealand in Speech and Drama Performance
This certificate is awarded to candidates who elect to sit only the practical
part of the Associate Diploma in Speech and Drama Performance.
The criteria, learning outcomes and standard required are the same for both
examinations.
Successful candidates may later apply to cross credit this certificate towards
the full Associate Diploma in Speech and Drama Performance.
Successful candidates applying to cross credit this certificate towards the
Associate Diploma in Speech and Drama Teaching must also pass Module Two of
the Associate Diploma in Teaching Speech and Drama.
A fee for cross crediting applies.
Advanced Certificate must be clearly shown on the entry form.
Practical Examination
Three modules - 60 minutes
Advanced Certificate Performance
Module 1
Time - 20 minutes
This examination must be conducted in the presence of an audience
(Minimum six people)
- Present a programme of poetry, drama and prose for an adult audience.
At least one work must be by a New Zealand writer.
The programme must be based on a theme, performed as a whole and linked
with a commentary.
No more than one item may be read.
Give the programme a title.
State the intended audience and the type of performance venue for which
the
programme is prepared.
NOTE: 72 hours prior to the examination provide the Local
Secretary with:
i a programme sheet which includes the title, theme, intended audience
and
the type of performance venue for which you have prepared
ii copies of all performance texts.
- Be prepared to discuss
i your programme
ii the works of the writers
iii what you consider to be the features of good voice and speaking.
Learning Outcomes
In order to achieve at this level you need
to apply all the skills
developed for grade examinations AND...
- Suit the content to the theme, audience, venue, and occasion.
Introduce your theme, link your pieces and build to a clear conclusion.
Display competency in a range of vocal and performance skills and styles.
Develop a programme that has impact and power.
-
| i |
Discuss and extend on aspects related
to elements in your programme.
Range: purpose, audience, time, space, balance of material, links,
use of props …
|
| ii |
Discuss and relate chosen extracts to the works
as a whole.
Place the writers within their social and historical context.
Express original ideas supported by sound reasoning.
|
| iii |
Use correct terminology to describe and explain
voice production and
speaking.
Express informed opinions on the use of good voice and speaking
in a
range of circumstances.
|
|
Advanced Certificate Performance
Module 2
Time: 20 minute
This examination must be conducted in the presence of an audience
(Minimum six people)
- Present a programme for an audience under 18 years of age.
Limit 10 minutes
This must include story telling and at least one other genre.
Range: poetry, drama, music, song, mime, clowning, dance, magic …
The programme must be performed as a whole and the items linked.
No items may be read.
Give the programme a title.
State the intended audience and the type of performance venue for which
the programme is prepared.
NOTE:
72 hours prior to the examination provide the Local Secretary with:
i a programme sheet which includes the title, intended audience
and the type
of performance venue for which you have prepared
ii a copy of any text used.
- Be prepared to discuss
i the development of your programme
ii voice, speaking and oral communication as a performer.
Learning Outcomes
In order to achieve at this level you need
to apply all the skills
developed for grade examinations AND...
- Show imaginative content, suited to the purpose, audience,
venue and occasion.
Shape and pace content to maintain audience involvement.
Display competency and impact throughout performance using a range of
vocal and performance skills and styles. Range: storytelling, poetry,
drama, music, song, mime, clowning, dance, magic …
-
| i |
Discuss your programme with specific
reference to factors involved in
programme building for a young audience.
|
| ii |
Discuss voice production and speaking using correct
terminology.
Express informed opinions on the use of voice and speaking in
a range of performance and oral communication situations as a
performer.
Express personal opinion with reference to examples from your
own experience.
|
|
Advanced Certificate: Performance
Module 3
Time - 20 minutes
- Give a prepared talk on the works of a writer, poet or dramatist
or
give a prepared talk on your concept for a play of your choice in a
specific venue. Limit 4 minutes
You must specify the audience, occasion and purpose.
- Bring to the examination a New Zealand novel, which you have read.
The examiner will select a passage for you to read aloud.
- Be prepared to discuss
i the works of the writers in sections 1 and 2
or
aspects of your concept for a play and your novelist in section
2
ii trends in New Zealand literature during the last 20 years.
Learning Outcomes
In order to achieve at this level you need
to apply all the skills
developed for grade examinations AND...
- Use an extempore style of speaking, organise material
logically and meet the time limit.
Use content relevant to the audience, occasion and purpose.
Integrate any visual aids used into the talk.
Works of writer, poet or dramatist:
Include personal opinion supported by relevant examples.
Concept for a play:
Show originality of concept.
Suit the concept to the chosen space.
Support your ideas by reference to the text.
Range: theme, staging, design, time, style, costume, lighting, sound
...
- Use a reading delivery appropriate to the style
of the writing.
Use interpretative skills to make an impact and involve the listener.
-
| i |
Discuss and place the writers and
their works within their social and historical context
or
Extend aspects of your concept for a play and aspects of the works
of your novelist.
Offer personal opinion supported by reasons and/or examples and
references to the text of the play.
|
| ii |
Discuss and show understanding of recent trends
in New Zealand literature.
Relate ideas to the social and historical influences on these
trends.
Support your opinions with reference to at least two writers from
each genre.
Range: poetry, drama, novels and short stories.
|
|
Back to Top
Syllabus for Diploma examinations
in Speech and Drama
The examinations offered are:
These qualifications require a high standard of study, performance, ethical
responsibility and enthusiasm for the work involved.
Competence is expected at Associate level
Mastery is expected at Licentiate level
Professional excellence is required at Fellowship level.
The following broad objectives apply to Associate, Licentiate and
Fellowship candidates.
The candidate should:
- demonstrate consistent understanding and practice of objectives listed
in the grade syllabus
- demonstrate a resonant, flexible and appropriately projected voice
- demonstrate speech that is consistently clear and free of habits which
may adversely affect communication
- present work which shows depth of research and knowledge of current theories
- prepare and present work of a professional standard
- demonstrate mature discussion skills
- demonstrate a high standard of performance and sensitivity to the material
used and the stated audiences
- demonstrate mature and ethical teaching practices
- demonstrate awareness of the distinctive features of New Zealand literature.
Associate and Licentiate Diplomas require candidates to pass both practical
and theory examinations.
Fellowship diploma requires candidates to complete all three modules.
Associate and Licentiate candidates working towards
these qualifications
are advised to work under the guidance of registered teachers.
Associate of Speech New Zealand in Speech
and Drama Performance
and
Associate of Speech New Zealand in Teaching
Speech and Drama
This examination consists of three practical modules plus four theory credits.
Practical Examination
Three modules: Time: 60 minutes
| Performance |
|
Teaching |
| Module 1 |
|
Module 1 |
| Module 2 (Performance) |
|
Module 2 (Teaching) |
| Module 3 |
|
Module 3 |
MODULE 1 Performance and Teaching
Time: 20 minutes
This examination must be conducted in the presence of an audience
(Minimum six people)
- Present a programme of poetry, drama and prose for an adult audience.
Limit 13 minutes
• At least one work must be by a New Zealand writer.
• The programme must be based on a theme, performed as
whole and
linked with a commentary.
• No more than one item may be read.
• Give the programme a title.
• State the intended audience and the type of performance
venue
for which the programme is prepared.
NOTE:
72 hours prior to the examination provide the Local Secretary with:
i a programme sheet which includes the title, theme,
intended audience
and the type of performance venue for which you
have prepared
ii copies of all performance texts.
- Be prepared to discuss
i your programme
ii the works of the writers
iii what you consider to be the features of good voice and speaking.
Learning Outcomes
In order to achieve at this level you need
apply all the skills
developed for grade examinations AND ...
- Suit the content to the theme, audience, venue, and occasion.
Introduce your theme, link your pieces and build to a clear conclusion.
Display competency in a range of vocal and performance skills and styles.
Develop a programme that has impact and power.
-
| i |
Discuss and extend aspects related to elements
in your programme.
Range: purpose, audience, time, space, balance of material, links,
use of props ...
|
| ii |
Discuss and relate extracts chosen
to the works as a whole.
Place the writers within their social and historical context.
Express original ideas supported by sound reasoning.
|
| iii |
Use correct terminology to describe and explain
voice production and speaking.
Express informed opinions on the use of good voice and speaking
in a range of circumstances.
|
|
Associate
Module 2 Performance only
Time: 20 minutes
This examination must be conducted in the presence of an audience
(Minimum six people)
- Present a programme for an audience of young people under 18 years of
age.
Limit 10 minutes
• This must include story telling and at least one other genre.
Range: poetry, drama, music, song, mime, clowning, dance,
magic …
• The programme must be performed as a whole and the items linked.
• No items may be read.
• Give the programme a title.
• State the intended audience and the type of performance venue for
which the
programme is prepared.
NOTE:
72 hours prior to the examination provide the Local Secretary with:
i a programme sheet which includes the title, intended audience
and the
type of performance venue for which you have prepared
ii a copy of any text used.
- Be prepared to discuss
i the development of your programme
ii voice, speaking and oral communication as a performer.
Learning Outcomes
In order to achieve at this level you need
apply all the skills
developed for grade examinations AND ...
- Show imaginative content, suited to the purpose,
audience, venue and occasion.
Shape and pace content to maintain audience involvement.
Display competency and impact throughout your performance using
a range of vocal and performance skills and styles.
Range: storytelling, poetry, drama, music, song,
mime, clowning, dance, magic …
-
| i |
Discuss your programme with specific reference
to factors involved in programme building for a young audience.
|
| ii |
Discuss voice production and speaking
using correct terminology.
Express informed opinions on the use of voice and speaking in
a range of performance and oral communication situations as a
performer.
Express personal opinion with reference to examples from your
own experience.
|
|
Associate
Module 2 Teaching only
Time: 20 minutes
- Take a section of a prepared lesson with a group. Limit 10 minutes
We recommend at least three students.
The lesson may be on any aspect of the teaching of speech and drama.
Note:
72 hours prior to the examination provide the Local Secretary with your
lesson plan, which must include:
i age, number and experience of students
ii a one hour lesson plan with the 10 minute
lesson section clearly identified
iii a statement of specific objectives
iv the teaching methods to be used
v the methods of evaluating the outcomes
vi an outline of the preceding and following lesson.
- Be prepared to discuss :
i the lesson given and your lesson plans
ii the principles and practice of teaching voice,
speech,
oral communication and drama
iii resource material for teaching young people.
you may bring a varied selection of
no more than six teaching resources.
Learning Outcomes
In order to achieve at this level you need
apply all the skills
developed for grade examinations AND ...
- Suit lesson plans, methods and materials to the students chosen.
Establish rapport with the students
Use strategies to maintain the flow of the lesson towards the stated objectives or adjust these as necessary.
Ensure your voice and manner provide an appropriate role model for students.
-
| i |
Discuss, evaluate and justify elements within your
lesson and lesson plan.
|
| ii |
Discuss and show knowledge of the principles and
practice of teaching voice, oral communication and drama.
Use references based on your own teaching practice and experience.
|
| iii |
Discuss and show knowledge of a range
of resources and materials for teaching young people.
Discuss how these might be used creatively within your own teaching
experience.
|
|
Associate
Module 3 Performance and Teaching
Time: 20 minutes
- Give a prepared talk on the works of a writer, poet or dramatist
or
give a prepared talk on your concept for a play of your choice in
a specific venue. Limit 4 minutes
You must specify the audience, occasion and purpose.
- Bring to the examination a New Zealand novel, which you have read.
The examiner will select a passage for you to read aloud.
- Be prepared to discuss:
i the works of the writers in sections 1 and 2
or
aspects of your concept for a play and your novelist in section
2
ii trends in New Zealand literature during the last 20 years.
Learning Outcomes
In order to achieve at this level you need
apply all the skills
developed for grade examinations AND ...
- Use an extempore style of speaking, organize material
logically and meet the time limit.
Use content relevant to the audience, occasion and purpose.
Integrate any visual aids used, into the talk.
Works of writer, poet or dramatist:
Include personal opinion supported by relevant examples.
Concept for a play:
Show originality of concept.
Suit the concept to the chosen space.
Support your ideas by reference to the text.
Range: theme, staging, design, time, style, costume, lighting, sound
…
- Use a reading delivery appropriate to the style
of the writing.
Use interpretive skills to make an impact and involve the listener.
-
| i |
Discuss and place the writers and their
works within their social and historical context
or
extend aspects of your concept for a play and aspects of the works
of your novelist.
Offer personal opinion supported by reasons and/or examples and
references to the text.
|
| ii |
Discuss and show understanding of recent trends
in New Zealand literature.
Relate ideas to the social and historical influences on these
trends.
Support your opinions with reference to at least two writers from
each genre.
Range: poetry, drama, novels and short stories.
|
|
Associate of Speech New Zealand in Speech and Drama Performance
and
Associate of Speech New Zealand in Teaching Speech and
Drama
Theory
The standard required for Associate Diploma credits is the equivalent of Year
One University (100 level papers)
Candidates are required to complete FOUR COMPULSORY credit papers by written
examination.
Each credit paper will be of ONE HOUR’S duration.
Alternative questions will be given for each credit.
Candidates are not required to sit all four credits at one time.
Credits may be sat in any order.
Past examination papers are available from the national office.
| Credit 1 |
Voice and Speech |
(Teaching and Performance) |
| Credit 2 |
Teaching Material and Methods |
(Teaching only) |
| Credit 3 |
Shakespearean Drama |
(Teaching and Performance) |
| Credit 4 |
New Zealand Writing |
(Teaching and Performance) |
| Credit 5 |
Developing a Character for Performance |
(Performance only) |
Note:
Credits 3 and 4 are knowledge based for both performance and teaching options.
Learning Outcomes
All sections build on skills and knowledge
developed in Grade examinations.
In written examinations you should:
• read the question carefully
• identify the elements required in the answer
• write grammatically
• spell accurately
• use technical terms accurately
• form and express opinions
• support opinions with evidence of sound study, research and
experience resulting from your own practice
• structure the answer
• where appropriate, use diagrams and mind maps
To achieve in the following credits
you should demonstrate
competency in knowledge of:
Credit One Voice and Speech
• elements of voice and speech
• correct terminology
• analysis and identification of vocal requirements
Teaching
• working with a range of ages and student needs
• methods/exercises used to teach that are appropriate for these
students
Performance
• methods/exercises used that are appropriate for specified performance(s)
Credit Two Teaching Material and Methods (Teaching only)
• a range of teaching methods
• methods suited to specified student/s and subject/s
• a range of resource materials
• resource materials that are appropriate for specified student/s
and subject/s
Credit Three Shakespearean Drama (Teaching and performance)
• features of the period in relation to the plays
• features of Elizabethan theatres and performance
• genre, styles and themes of plays to which reference is made
• relevance of Shakespearean plays in performance today
Credit Four New Zealand Writing (Teaching and performance)
• a range of New Zealand writing: novels, poetry, short stories
and plays
• social and historical influences on content, style and themes
of that writing
• your opinions about content, style and themes
Credit Five Developing a Character for Performance
(Performance only)
• elements of characterisation
• genre as an integral part of characterisation
• a range of plays from which to draw examples
• an appropriate range of methods to develop characterisation
• the relationship between period, costume, movement, manners
and performance
|
Licentiate of Speech New Zealand in Speech
and Drama Performance
This examination consists of three practical modules plus eight theory credits
Practical Examination
Three modules: Total time : 75 minutes
Module 1
Total time: 25 minutes
This examination must be conducted in the presence of an audience
(Minimum six people)
- Present a programme of poetry, prose and drama. Limit 15 minutes
At least one work must be by William Shakespeare.
The programme must be based on a theme, performed as a whole and linked
with a commentary.
Give the programme a title.
All items must be memorised.
State the purpose, intended audience and the type of performance venue for
which the programme is prepared.
Note:
72 hours prior to the examination provide the Local Secretary with:
i a programme sheet which includes the title and theme,
intended
audience and the type of performance venue for which
you have prepared
ii copies of the performance texts and, where possible, the
complete
original text from which dramatic extracts have been taken.
- Be prepared to discuss
i your programme, the interpretation of text and performance
techniques
used. Range: purpose, audience, time, space, balance of
material, links,
use of props, voice and acting techniques …
ii programme building for different media.
Learning Outcomes
In order to achieve at this level you need
to apply all the skills
developed for previous examinations AND ...
- Suit the content of your programme to the theme, title, purpose, audience,
venue and occasion.
Introduce your theme, link your pieces and build to a clear conclusion.
Include all the required elements.
Develop your programme to have impact and power.
Display mastery in a wide range of vocal and performance skills and
styles.
-
| i |
Discuss and analyse
elements related to your programme.
Range: purpose, audience, time, space, balance of material, links,
use of props, voice and acting techniques .
Show an understanding of interpretive and performance techniques.
|
| ii |
Discuss your understanding of programme building
for different media.
Explain the different processes of building programmes for video
and audio recording.
Use appropriate technical terminology.
Express informed ideas supported with reason and/or example.
|
|
Licentiate : Performance
Module 2
Total Time: 25 minutes
This examination must be conducted in the presence of an audience
(Minimum six people)
- Present an entertainment for young people under 18 years of age, which
must contain an original devised element and at least two other genres.
One element must be text based.
Range: storytelling, poetry, drama, dance, music, song, clowning, magic
…
Give your entertainment a title and state the intended audience and
the type of performance venue for which the programme is prepared.
Limit 15 minutes
Note:
72 hours prior to the examination provide the Local Secretary with:
i A programme sheet which includes the
title, intended audience and
the type of performance venue for which you
have prepared and
the order of elements
ii Copy of any text used and scenarios of any
non-text pieces.
- Be prepared to discuss
i your entertainment and the processes used in
devising material
ii your philosophy of developing voice and speaking
with particular
reference to performance.
Learning Outcomes
In order to achieve at this level you need
to apply all the skills
developed for previous examinations AND ...
- Suit the content to the title, audience, venue and occasion.
Shape and pace the content to maintain audience involvement.
Include all the required elements.
Display mastery in a wide range of vocal and performance skills and
styles.
-
| i |
Justify your choices of material and
elements used.
Explain the processes used to create your devised element.
Discuss the techniques used in performance.
Use accurate terminology in describing the techniques.
Discuss and/or justify your interpretation of the material used.
Express informed opinions supported by reason and example.
|
| ii |
Explain your personal philosophy of developing
voice and speaking, supporting your ideas with sound reason and/or
example.
Formulate your philosophy in relation to accepted current writings
and practices.
Use accurate terminology to describe and explain voice production
and speaking.
Analyse and evaluate a range of approaches to voice production
and speaking, with reference to your own needs in performance.
|
|
Licentiate: Performance
Module 3
Total Time: 25 minutes
This examination must be conducted in the presence of an audience
(Minimum six people)
- Give a prepared talk on your broad concept for the presentation of a play.
You may use appropriate visuals. Limit 6 minutes
- Present a devised monologue on a well-known historical New Zealand figure.
Provide script of devised text. Limit 5 minutes
NOTE:
72 hours prior to the examination provide the Local Secretary with a copy
of the text for the devised monologue.
- Be prepared to discuss aspects related to sections 1 and 2.
Learning Outcomes
In order to achieve at this level you need
to apply all the skills
developed for previous examinations AND ...
- Give your vision from the aspect of director or designer for the presentation
of a play.
Range: interpretation of play, staging, design, lighting, costuming,
visual effects, sound effects, movement …
Show secure knowledge of stage terminology.
Demonstrate mastery of the ability to structure and deliver a talk.
- Make the intention of your monologue clear.
Develop a sound structure.
Base the monologue on historical research.
- Enlarge on your vision for the play using analysis and synthesis.
Justify aspects of the monologue presented.
Discuss the process used for devising.
Justify your interpretation of the historical figure.
|
Licentiate of Speech New Zealand in Speech and Drama Performance
Theory
The standard required for Licentiate Diploma is Bachelor degree equivalent
Candidates are required to complete EIGHT credits:
four COMPULSORY core credits and four OPTIONAL credits.
The requirements may be met in the following ways:
Core Credits
By written examination
Optional Credits
By written examination
research assignments
cross crediting
Written Examinations
Each Credit paper will be of ONE HOUR’S duration.
Alternative questions will be given for each credit.
Past papers are available from the national office.
Assignments
Candidates wishing to undertake a written research assignment (approximately
5000 words) should apply to Speech New Zealand for details of the prescribed
topic.
Cross Crediting
Speech New Zealand will consider applications for cross crediting of Optional
Modules against relevant tertiary qualifications. Candidates should nominate
the Optional Credit and supply detailed information of the course content
together with validating documents.
Licentiate: Performance
Theory
Compulsory Core Credits
1 Voice and speech
2 History of theatre
3 Techniques of interpretation in drama, poetry and
prose
4 Acting in different genre
Select four plays from different periods
and genres on which to base your
study
Optional Credits
(Choose FOUR)
5 Mime and improvisation
6 Craft and training of actors
7 History of theatre in New Zealand
8 Play production
9 Costume, manners and movement in theatre
10 Theory and techniques of relaxation
11 New Zealand playwrights
12 Literature
Select one:
English poetry from Chaucer to the present
day
or
English drama from the ‘mysteries’
to the present day
or
English prose from 1600 to the present
day
Learning Outcomes
In both written examination and research
assignments:
• read the question carefully
• identify the elements required in the answer
• write grammatically
• spell accurately
• use technical terms accurately
• form and express opinions
• support opinions with evidence of sound study, research and
experience resulting from your own practice
• structure the answer
• where appropriate, use diagrams such as mind maps or
charts.
• write grammatically
• spell accurately
To achieve the required learning outcomes you need to demonstrate
mastery of knowledge of:
Compulsory Core Credits
Credit 1 Voice and
speech
• Anatomy and physiology of voice
• Correct technical terminology
• Analysis and identification of vocal requirements
• Methods to develop and maintain vocal fitness and voice management
• Current philosophies on the use of good voice and speech in
performance
Credit 2 History of
theatre
• The physical characteristics of theatre from the Greeks to the
present day
• Social, religious, political and technological influences on
the development
of theatre spaces
• The presentation of plays in different theatre spaces
Credit 3 Techniques of interpretation in drama,
prose and poetry
• A range of methods of studying texts
• A range of techniques of interpretation
• Presenting material before an audience
Credit 4 Acting in different genres
Based on candidate’s study of four plays from different periods
and genres
• A range of methods to develop specific acting style for each
genre
• The historical and social contexts in which specific genre developed
• Presentation of those plays in their own period and today
Optional Credits
Credit 5 Mime and improvisation
• History of mime and improvisation
• Use of mime and improvisation in the training of a range of
performance artists
Credit 6 Craft and training of actors
• History and development of actor training from 1550 to the present
day
• Modern training practices
Credit 7 History of theatre in New Zealand
• Professional theatre from colonisation to the present day
• The development of amateur theatre
• The social and historical influences
• Amateur and professional theatre in New Zealand today
Credit 8 Play production
• History of stage direction from Duke of Saxe Meiningen to the
present day
• Directing a play from selection to presentation
• Responsibilities of producer, director, actor, stage manager
and
technical crew
Credit 9 Costume, movement and manners in the
theatre
• The main features of costume in their historical context
• Custom and manners of major periods
• The effect of costume on movement
Credit 10 Relaxation theory and techniques
• Principles of relaxation
• The effect of tension on voice production, speech and movement
• A range of methods to achieve optimum balance between
relaxation and tension in performance.
Credit 11 New Zealand playwrights
• A range of New Zealand plays from 1900 to the present day
• The social and historical contexts in which they were written
• Major themes, trends and influences
Credit 12 Literature
From the poetry, or drama, or prose time frame selected:
• representative writers from each major literary period
• the social and historical contexts in which they were writing
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Licentiate of Speech New Zealand in Teaching
Speech and Drama
This examination consists of three practical modules plus eight theory credits
Practical Examination
Three modules: Total time: 75 minutes
MODULE 1
Total Time: 25 minutes
This examination must be conducted in the presence of an audience
(Minimum six people
- Present a programme of poetry, prose and drama.
Limit 15 minutes
At least one work must be by William Shakespeare.
The programme must be based on a theme, performed as a whole and linked
with a commentary.
Give the programme a title.
All items must be memorised.
State the purpose, intended audience and the type of performance venue for
which the programme is prepared.
NOTE:
72 hours prior to the examination provide the Local Secretary with:
i a programme sheet which includes the title and theme,
intended
audience and the type of performance venue for which
you have prepared
ii copies of the performance texts and, where possible, the
complete
original texts from which dramatic extracts have
been taken.
- Be prepared to discuss
i teaching programme building
Range: purpose, audience, time, space, balance of
material, links,
use of props …
ii the works of the writers and their literary periods.
Learning Outcomes
In order to achieve at this level you need
to apply all the skills
developed for previous examinations AND ...
- Suit the content to the theme, title, audience, venue and occasion.
Introduce your theme, link your pieces and build to a clear conclusion.
Include all the required elements.
Develop your programme to have impact and power.
Display mastery in a wide range of vocal and performance skills and
styles.
-
| i |
Discuss the processes of teaching programme
building for a variety of purposes.
Use vocabulary that shows a knowledge of appropriate teaching
terminology.
Demonstrate knowledge and ability to match material with different
age groups and for different audiences and purposes.
|
| ii |
Show evidence of research into the writers whose
works are used in the performance programme.
Show understanding of the chosen extracts in relation to the works
from which they are taken.
Place the writers within their historical and social context.
Make comparisons with other works of the writers and draw conclusions
on their influences.
Express original ideas and support them with sound reasoning.
|
|
Licentiate: Teaching
Module 2
Total time: 25 minutes
- Plan a series of lessons to meet the needs of a group in any aspect of
teaching speech and drama.
These plans will form the basis for discussion with the examiner.
NOTE
72 hours prior to the examination provide the Local Secretary with copies
of the lesson plans, which include:
i an analysis of student needs
ii the overall aims of the series
iii learning outcomes
iv specific objectives and methods of assessment for
each lesson
v a range of teaching methods to cater for different
learning styles
vi resources and materials to be used.
- Bring a varied selection of no more than six teaching resources.
Give an impromptu talk on teaching materials and resources.
The examiner will select the topic after discussion with you.
Two minutes preparation time. Limit 3 minutes
- Be prepared to discuss
i the professional responsibilities of
the teacher of speech and drama
ii your philosophy of teaching voice and speaking.
Learning Outcomes
In order to achieve at this level you need
to apply all the skills
developed for previous examinations AND ...
- Demonstrate the ability to plan a series of lessons for specified
students in an aspect of teaching speech and drama.
Ensure your plans are clear and easily followed.
Use current teaching terminology.
Show the desired outcomes and methods of evaluation.
Ensure teaching objectives take into account the different learning
styles of students.
Suit the content to student needs, the time, resources and space available.
Justify and/or extend the theory behind your plans.
- Use an extempore style and logical organization.
Ensure content is relevant to the aspect given.
Show an understanding of a wide range of resources and materials and
their creative application.
Use the time appropriately.
-
| i |
Show a knowledge of the professional
responsibilities of the teacher of speech and drama.
Show understanding of the ethics of working in a solo teaching
situation and within an educational institution.
Show understanding of the requirements of keeping records of students
and finances.
|
| ii |
Explain your own philosophy of teaching voice
and speaking.
Formulate your philosophy in relation to accepted current writings
and practices.
Give ideas supported by sound reasoning and/or examples from your
own teaching.
|
|
Licentiate: Teaching
Module 3
Total time: 25 minutes
Bring a group of students to the examination.
(Minimum three people)
- Conduct a lesson with your students or class. Limit 15 minutes
i Select four subject areas from the list below
• poetry speaking
• voice and/or speech
• conversation and/or group discussion
• reading aloud
• talks
• creative drama
• characterisation
• group speaking
• story telling
ii Prepare a lesson for each of the four topics chosen
iii After discussion, the examiner will select the
lesson to be given.
- Be prepared to discuss
i the lesson
ii the range of work of a teacher of speech and drama
with
particular reference to your own teaching
practice and experience.
Learning Outcomes
In order to achieve at this level you need
to apply all the skills
developed for previous examinations AND ...
- Suit your lesson plan, methods and material to the students chosen.
Fit the lesson within the time limit.
Establish rapport with the students.
Use strategies that maintain the flow of the lesson towards the stated
objectives and adjust these as necessary.
Ensure your voice and manner provide an appropriate role model for students.
Show evidence of good time management.
-
| i |
Discuss, evaluate and justify elements
within your lesson and lesson plan.
|
| ii |
Show a knowledge of the range of work of a teacher
of speech and drama.
Use references based on a range of work from your own teaching
practice and experience.
Show awareness of the range of work possible for a speech and
drama teacher and the need to be innovative in developing that
work.
Show awareness of the differences between working in an educational
institution and private or freelance practice.
|
|
Licentiate of Speech New Zealand in Teaching Speech and
Drama
Theory
The standard required for Licentiate Diploma is Bachelor degree equivalent.
Candidates are required to complete EIGHT credits:
Four COMPULSORY core credits and four OPTIONAL credits, of which at least
one must be an OPTIONAL teaching credit.
The requirements may be met in the following ways:
Core Credits
By written examination
Optional Credits
By written examination
research assignments
cross crediting
Written Examinations
Each Credit paper will be of ONE HOUR’s duration.
Alternative questions will be given for each credit.
Past papers are available from the national office.
Assignments
Candidates wishing to undertake a written research assignment (approximately
5000 words) should apply to the Speech New Zealand for details of the prescribed
topic.
Cross Crediting
The Speech New Zealand will consider applications for CROSS CREDITING of Optional
Modules against relevant tertiary qualifications. Candidates should nominate
the Optional Credit and supply detailed information of the course content
together with validating documents.
Licentiate: Performance
Theory
Compulsory Core Credits
1 Teaching voice and speech
2 New Zealand writing
3 Techniques of teaching interpretation in drama, poetry
and prose
4 Teaching practice and the ethical responsibilities of
the teacher to
pupils and the profession.
Optional Credits
(Choose four, of which at least one must be an optional teaching
credit)
5 Literature
Select one:
English poetry from Chaucer to the present
day
or
English drama from the Mysteries to the
present day
or
English prose from 1600 to the present
day
6 Children’s literature
7 History of theatre
8 Play production
9 Language acquisition and development
Optional Teaching Credits
10 Teaching oral communication skills
11 Phonetics and their use in teaching
12 The creative use of teaching resources
NOTE:
Credits two, five, six, seven and nine are knowledge based.
All other credits relate specifically to teaching.
Learning Outcomes
In both written and research assignments:
• read the question carefully
• identify the elements required in the answer
• write grammatically
• spell accurately
• use technical terms accurately
• form and express opinions
• support opinions with evidence of sound study, research and
experience
resulting from your own practice
• structure answer
• where appropriate, use diagrams and mind maps
• write grammatically
• spell accurately
To achieve the required learning outcomes you need to demonstrate
mastery of knowledge of:
Compulsory Core Credits
Credit 1 Teaching
of voice and speech
• Anatomy and physiology of voice
• Correct technical terminology
• Analysis and identification of vocal requirements
• Methods to develop and maintain vocal fitness and voice management
for a range of students
• Current philosophies on the use of good voice and speech in
performance
in relation to own teaching practice
Credit 2 New Zealand
writing
• A wide range of poetry, prose and drama
• The social and historical contexts in which they were written
• Important trends and influences
Credit 3 Techniques
of teaching interpretation
in
drama, prose and poetry
• A range of methods of studying texts
• A range of techniques of interpretation
• Presenting material before an audience
Credit 4 Teaching
practice and the ethical responsibilities
of
the teacher to pupils and the profession.
• Current learning theories
• Principles and practice of teaching
• Analysis of student needs
• Setting teaching objectives and lesson planning
• Ethical and professional responsibilities of teachers
Optional Credits
Credit 5 Literature
From the poetry or drama or prose time frame selected:
• representative writers from each major literary period
• the social and historical contexts in which they were writing
• distinctive features of genre and style in each period
• important trends and influences
Credit 6 Children’s
literature
• History of writing for children
• A wide range of writing for children and young adults within
its social
and historical context
• Important trends and influences
Credit 7 History
of theatre
• The physical characteristics of theatre from the Greeks to the
present
day
• Social, religious, political and technological influences on
the
development of theatre spaces
• The presentation of plays in different theatre spaces
Credit 8 Play production
• History of stage direction from Duke of Saxe Meiningen to the
present day
• Directing a play from selection to presentation
• Responsibilities of producer, director, actor, stage manager
and
technical crew
• Ways to teach play production
Credit 9 Language
Acquisition and Development
• Current theories of first language acquisition and development
• Application of these theories and how they how they relate to
your own
observations and experience.
Credit 10 Teaching
Oral Communication Skills
• Interpersonal communication
• Extempore and impromptu speaking
• Audience relationship and analysis
• Use of visual aids
• Speaking in different media
• Management of formal and informal meetings, including discussion
groups
Credit 11 Phonetics
in Teaching
• IPA phonetics and their use in teaching
• Ear training methods
• Accents
• Pronunciation.
Credit 12 The Creative
Use of Teaching Resources
• A wide range of teaching material and resources
• Their imaginative application in your teaching programme
|
Fellow of Speech New Zealand in Speech
and Drama Performance
Prerequisite: Licentiate of Speech New Zealand or equivalent
qualification
approved by the Board.
The examination consists of three modules
i Public performance
ii Performance in different
media
iii Thesis
Module 1
Total time: 45 minutes
Public Performance
This examination must be conducted in the presence of an audience
(Minimum six people)
- Devise and perform a programme which
• demonstrates a range of performance skills
• uses the physical space of the venue as an integral part of the
performance
• uses both scripted and self-devised material
• is developed for a specific purpose and audience and given a title.
Provide script of devised text. Limit 30 minutes
- Answer questions from the audience. Limit 5 minutes
- Discuss your programme, objectives, outcomes, material and
performance techniques with the examiner. Limit 10 minutes
NOTE:
72 hours prior to the examination provide the Local Secretary with:
i a programme sheet which states the purpose
and intended audience
ii copies of extracts and, where possible, the
complete text from which
any dramatic extracts have been taken
iii copies of the devised text.
Learning Outcomes
All Learning Outcomes build on expertise developed
through
previous examinations AND ...
- In your programme:
Include all the required elements.
Suit the content to the specified purpose and audience.
Display professional excellence in performance.
- Answering questions from the audience:
Demonstrate the ability to manage a discussion with the audience within
the given time.
Establish rapport with the audience.
Listen to and, if necessary, clarify the audience’s questions.
Give informed answers supported by depth of knowledge.
- In discussion with the examiner:
Critically analyse both your performance and the processes involved
in its preparation.
Ensure criticism is balanced and well reasoned.
Evaluate the effectiveness of your objectives and outcomes.
|
Fellowship: Performance
Module 2
Recorded Performance
- Prepare, perform and record your own solo performance on video, audio
tape or CD for a stated audience. Limit 20 minutes
At least 80 percent of the programme must be the spoken word
NOTE:
You must state your audience and the purpose of your performance.
Your recording must have a title and an introduction.
You may include your own original material.
- With the recording, submit:
• a short written critique of your work. (Limit 3000 words)
• written copies of material used.
Learning Outcomes
All Learning Outcomes build on expertise developed
through
previous examinations AND ...
- In your recording:
Demonstrate programme building and performance using techniques suited
to the chosen recorded medium.
Include all the required elements.
Suit the content to the specified audience and medium.
Demonstrate professional excellence throughout the performance.
Ensure your recording is of a professional standard.
- In your critique:
Demonstrate through your written analysis an understanding of your
chosen medium.
Relate content directly to the recorded programme.
Present the critique clearly and logically.
Use balanced and well reasoned criticism.
Observe the word limit.
|
Fellowship: Performance
Module 3
Thesis
Either
- Write a paper on your research into any aspect of performance or
production. (Limit 9000 words)
NOTE:
When you have decided on your topic and your approach, you need to submit
a 250-word proposal to the Board, accompanied by the full fee.
Refer to guidelines following.
or
- Submit a published work you have written, related to any aspect of speech
and/or drama.
Full guidelines on definitions and preparation for Fellowship examinations
follow here
Learning Outcomes
The Board considers a fellowship thesis to be the equivalent
to a
postgraduate diploma.
To achieve this:
Include all the required elements.
Demonstrate applied research.
Show depth and range of enquiry and content.
Show maturity of judgment in analysis.
Draw valid conclusions.
Show originality of thought.
Display professional excellence in presentation.
|
Fellow of Speech New Zealand in Teaching
Speech and Drama
Prerequisite: Licentiate of Speech New Zealand or equivalent
qualification approved by the Board.
The examination consists of three modules
i Master class
ii Teaching appraisal
iii Thesis
Module 1
Total Time: 45 minutes
Master Class
This examination must be conducted in the presence of an invited audience
(Minimum six people)
- Prepare and conduct a Master Class on an aspect of speech and drama
designed for students of equivalent Grade 8 or above. Limit 30 minutes
- Answer questions from the audience. Limit 5 minutes
- Discuss your objectives, methods and outcomes with the examiner. Limit
10 minutes
NOTE:
At the time of entry the candidate must specify the aspect of speech and
drama to be explored.
72 hours prior to the examination, the candidate is required to provide
the local secretary with the Master Class topic, plus any pre-examination
material for the examiner.
The students for the class will be provided by Speech New Zealand, in consultation
with the candidate, taking into account the aspect nominated.
The audience is the prime responsibility of the candidate, but the Local
Secretary may also invite audience members.
Full guidelines on definitions and preparation for Fellowship examinations
follow here
Learning Outcomes
All Learning Outcomes build on expertise developed through
previous examinations AND ...
- Your teaching should show professional excellence.
Expected Outcomes:
A positive response from candidate towards students, and from students
towards candidate.
Improved or changed performance.
Clear indication of learning.
Mutual appreciation.
Content:
Suit the content to the students.
Polish the skills of the students.
Show depth of knowledge and experience.
Clarify and/or extend the present position of the students.
Draw students beyond ordinary competence.
Bring a new dimension to aspects of the class.
Provide inspiration for greater achievement.
Method:
Suit method/s to Grade 8 level or above.
Adapt your method/s to best develop each individual student.
Communicate clearly and effectively.
Management and Organisation:
Show good time management skills.
Show that you are well prepared and organised.
Manage the space in the most effective way by arranging the room
to best suit your requirements.
Show the ability to deal with the audience.
Use appropriate teaching aids.
Show the ability to deal with the unexpected.
Communication with the Students:
Establish rapport immediately.
Use a manner suited to the individuals.
Develop a manner that is flexible, adaptable and clear.
Respect present achievement.
Show a sense of appreciation of individual endeavour.
Have a positive attitude.
Use well judged interaction.
Handle questions concisely with clarity, confidence and consideration,
Show tact so as not to damage the student/s relationship with the teacher.
Correction:
Be insightful giving clear direction for change.
Be affirming and able to extend the student/s.
Candidate’s Personal Presentation:
Ensure voice and speech are clear, well modulated and grammatical.
Provide an appropriate role model.
Display a professional attitude and performance throughout.
- Answering questions from the audience:
Demonstrate the ability to manage a discussion with the audience.
Establish rapport with the audience.
Listen to and if necessary clarify the questions.
Give informed answers supported by depth of knowledge.
- In discussion with the examiner:
Demonstrate through critical analysis, professional command of objectives,
methods and outcomes.
Directly relate discussion to the class taken.
Ensure criticism is balanced and well reasoned.
|
Fellowship: Teaching
Module 2
Teaching Appraisal
Submit a written appraisal on the progress of an individual student or class
you have taken through a planned course of work. (Limit 3000 words)
This submission must be supported by clearly referenced recorded
examples on an audiotape, video or CD.
NOTE:
It is expected that the recorded element will be no more than 20 minutes in
duration. The written and recorded material presented must be accompanied
by written permission from the student/s involved.
Learning Outcomes
All Learning Outcomes build on expertise developed through
previous examinations AND ...
Your appraisal should show professional excellence.
Your written appraisal should:
• Identify the needs of the student/s.
• Detail the course to be followed including the time frame, methods,
resources and expected outcomes.
• Evaluate the progress of the student/s throughout the course
with
clear reference to your recorded examples.
• Analyse and evaluate your own teaching course, methods and the
outcomes.
Your recording:
Ensure your recording is of a professional standard.
Ensure the sections to which you refer in your appraisal are clear and
easily identified.
|
Fellowship : Teaching
Module 3
Thesis
| Either: |
| 1. |
Write a paper on your research into any aspect of teaching
performance or production. (Limit 9000 words)
NOTE:
When you have decided on your topic and your approach, you need to submit
a 250-word proposal to the Board, accompanied by the full fee.
Refer to guidelines following.
or |
| 2. |
Submit a published work you have written, related to any
aspect of teaching performance or production.
|
Full guidelines on definitions and preparation for Fellowship examinations
follow on the facing page.
Learning Outcomes
The Board considers a fellowship thesis to be the equivalent
to
a postgraduate diploma.
To achieve this :
Include all the required elements.
Demonstrate applied research.
Show depth and range of enquiry and content.
Show maturity of judgment in analysis.
Draw valid conclusions.
Show originality of thought.
Display professional excellence in presentation.
|
Back to Top
Guidelines and definitions for
preparation of Speech New Zealand Fellowship examinations
Taking a master-class
Definition of a master-class
The lesson itself cannot be prepared. The ‘master’ takes whatever
is offered and works with it to extend the development of the student/s.
Only a ‘master’ has the experience to be able to do this –
hence the enormous challenge of a master-class.
A key difference between a class/teaching and a master-class is that students
bring work that is the fruit of their own exploration and development to that
stage.
The ‘master’ offers ways to refine the work presented.
The students are being offered recourse to the wealth of experience and knowledge
of the ‘master’ to help develop their performance and/or interpretation.
Pre-task:
The candidate may set a particular work to be presented and worked on, e.g.
a poem or part of a poem, an extract from a play, or a reading.
The student works within this framework and brings this together with whatever
she/he is currently working on.
The Audience:
Although the audience is an integral part of the master-class, candidates
must focus their attention on the student with whom they are working at the
time.
Once the students have left the room, at the conclusion of the master-class,
the audience are expected to participate in the question time and to witness
the subsequent 10 minute discussion time that the candidate has with the examiner.
The students:
Only mature students will be invited to participate in this examination.
The choice is not confined to students receiving tuition from a registered
speech teacher.
There may well be students from other sectors who would like to participate.
Students should observe/listen to all the other students.
Much of the student learning is from observing the work of the candidate with
the other students.
Format:
Opportunity will be given for the candidate to have exclusive use of the venue
30 minutes prior to the examination.
There will be an opportunity to meet with the students before the examination
if the candidate so desires. This will occur 15 minutes prior to the examination.
The examiner will not be present.
The supervisor will be responsible for meeting both the audience and the examiner.
Guidelines for the Examination:
Students of an agreed accomplishment level seek the candidate’s comment
on their performance.
Students come with work that they have thoroughly prepared.
The candidate listens, offers comment, gives specific guidance on how to improve
or overcome what has been heard/observed.
The student is guided to improve their understanding and performance.
The candidate should try to focus on different learning points for each student,
so that the audience is exposed to a wide range of ideas/teaching approaches.
There may be some repetition, but the overall aim should be to introduce the
students, and the observing audience, to many different ideas and techniques
in the time available.
The candidate will be responsible for a contingency plan for students who
have not done the pre-task.
It well may be that the candidate does not handle the situation well and this
will affect the results.
The amount of time allowed for each student will be determined by the number
of students in the class.
As there is neither introduction, nor conclusion, to the class, the candidate
is free to apportion the time as appropriate between the students.
The challenge lies with the candidate to identify the area of focus with each
student and give meaningful input in the time available.
The prime concern of the candidate should be on developing the students.
The audience is the secondary consideration.
The candidate may choose to make a brief comment to the audience as whole
at the end, though this is not a common approach.
The management of the question time with the audience is at the discretion
of the examiner.
The candidate should regard this as a formal exercise, but may be asked to
be seated.
The examiner will time the questioning and signal the conclusion of the five
minutes to the audience.
From this point the discussion will continue for a further 10 minutes between
the examiner and the candidate.
Preparing a thesis
The Board considers a fellowship thesis to be the equivalent to a postgraduate
diploma.
At this level there is no requirement that any research carried out should
contribute to original knowledge. You are, however, required to bring some
original thinking to the analysis of what is known already — and to
present
useful conclusions based on that analysis.
What is important is that the candidate’s work must show a connection
between theoretical knowledge and its application to teaching.
The research needs to be competently carried out according to standard research
approaches.
The work is to be judged on the originality and depth of its contents, the
maturity of any judgments made and the validity of its conclusions.
Guidelines for preparation:
Choose a topic that will allow you to demonstrate applied research.
Think of areas that:
• you are interested in
• are relevant to you
• you can research easily
• you will enjoy
• will be useful to others.
It is a good idea to think of two, or three, possible areas; do some thinking,
reading and discussing about all three — and then decide which topic
suits you best.
Content:
The thesis should include:
• an introduction
• a review of current literature
• a description of the method/s of research
used
• the results of the research
• your conclusion/s
• references and a bibliography.
The Board recognises that there are acceptable forms of presenting original
work other than the methods-result-conclusion approach specified.
It has therefore taken a less prescriptive approach to the type of work it
will accept.
Provided you can justify your choice of a different structure and show that
it is appropriate to your work, you will not be disadvantaged if your thesis
does not conform exactly to the above model.
You may, for example, survey a considerable body of literature, identify some
key ideas and directions and propose a programme of study.
While this could be forced into the method-results-conclusion structure, the
body of the work might lie in the survey of the literature and there might
be little to say about the method.
Equally, you may choose to explore an area you consider seriously neglected,
for which there may be little or no research or published literature.
The resulting thesis might be heavily weighted towards your exploration of
the reasons for that neglect and your proposals for appropriate research.
The Board is willing to accept a thesis structured along these lines.
Word Limit:
There is a limit of 9,000 words, excluding the bibliography and appendices.
You will not be penalised if you exceed the word limit by 10%, but a thesis
will be returned for rewriting if it exceeds this limit.
You must indicate the number of words when you submit the thesis, as well
as submitting an electronic copy so that the word limit can be checked.
Process:
When you have decided on your topic and your approach, you need to submit
a 250-word proposal to the Board, accompanied by the full fee.
Your proposal will be assessed according to whether your thesis is likely
to meet the outcomes specified in the syllabus.
If your proposal is satisfactory, you will receive approval to proceed.
The assessor may choose to give you some extra help by pointing out gaps and
suggesting changes that will, in his or her opinion, improve your thesis.
If, in the assessor’s opinion, the outline does not represent an acceptable
thesis, you will receive specific advice and be invited to rework your outline
for resubmission.
There will be a re-submission fee of $35.00.
When you receive approval, you are free to proceed with your thesis.
You may wish to find a mentor to help you – the Board does not act in
this capacity.
Minor departures from the outline are permitted, but if you depart from the
approved outline to the extent that your thesis will differ significantly
in either intention or method from your original proposal, you will need to
submit a new
outline, accompanied by another fee of $35.00.
You have 18 months from the time of approval to the final date for submission.
Applications for extension will need to be accompanied by a medical certificate
or other acceptable good faith evidence of inability to complete the work
within the required time.
Assessment:
Your thesis must be presented, double-spaced, on one side only of A4 paper,
in justified text, with clear presentation of tables and illustrations.
You are required to submit two unbound copies of the thesis, plus a copy in
appropriate electronic form (CD or floppy disc).
One copy will later be bound and kept in the Board’s offices; the other
will be returned to you, along with the electronic copy.
The Board will appoint an assessor for your thesis who understands both the
Board’s requirements and the subject area you have chosen.
If the thesis is accepted, you will receive notification of this.
You may expect feedback on your work, but the actual amount is at the discretion
of the assessor.
If the thesis is not approved, the assessor will indicate to you what improvement
is required.
You may then re-submit the thesis within 12 months, upon payment of a resubmission
fee of half the original fee.
If the required improvements are very minor, such as the correction of an
incomplete bibliography, the re-submission fee may, at the discretion of the
Board, be waived.
Should your thesis again fail to meet the requirements, your eligibility to
continue will expire. Further work on a thesis will then be treated as a new
application.
Presenting a publication in lieu
Such a work must meet the same criteria and standards as a thesis.
If you wish to have a published work considered, you must submit an outline
justifying the publication, detailing the nature of the research underlying
it and specifying the intended audience.
| In addition, the following criteria will apply: |
| • |
The topic of the publication must be of immediate
relevance to teaching Speech and Drama.
By definition, a ‘published work’ is one published by a recognised
commercial publisher.
Material you have written for, or on behalf of, Speech New Zealand is not
eligible. |
| • |
The outline can be submitted while the work is being written,
but before submitting the finished work, you must provide evidence (such
as listing in a publisher’s catalogue) that it has already been published,
or accepted for publication. |
| • |
With the exception of editorial assistance or minor co-writing,
the finished work must be your own.
A maximum input of 10% from a co-writer is acceptable, and you must make
it clear which parts of the work have been written by your co-writer. |
| • |
Stringent assessment will be made of books of student tasks
and exercises.
It must be clear that activities are based on your original thinking and
that they bring new insights into problems being addressed.
Such books must contain information for teachers that support and justify
the proposed activities.
The published work will be assessed by a specialist in the content area. |
Glossary
Analyse
Break up a subject, poem, play, book, performance etc., into sections, or
elements, and evaluate them.
Blocking:
• To set moves in drama.
• To obstruct an improvisation.
Characterisation:
A role from a drama.
(Usually scripted from a play or novel; please note specific criteria for
senior levels)
Concept:
Ideas or vision.
Devise:
Work to develop a performance text. This may evolve from an idea, a theme
or another stimulus. It may incorporate story, text, verse, music, movement,
mime etc.
In speech and drama examinations, a script must be developed as part of the
process. In ‘Theatre in Action’ examinations, a detailed scenario
or plan of the devised piece is acceptable.
Devised Element:
Created components such as text, movement, music, mime, etc.
Devised Text:
A candidate created text.
Elements:
The essential components of the stated section.
Entertainment:
A performance that is aimed principally at the enjoyment and engagement of
the audience.
Evaluate:
Estimate the value, importance or worth of something and make suggestions
for improvement or change. It is expected that opinions will be supported
by reasoned statements.
Explain:
Clearly state and interpret the relevant details of a subject.
Extempore talks:
All talks are expected to be in this mode: Prepared, planned, practised and
delivered in the candidate’s own words in a conversational manner and
with appropriate formality. They are neither read nor memorised.
Genre:
A broad category or type that has a tradition or history and is identifiable
by specific characteristics, social functions and cultural contexts.
In theatre, examples include mime, Elizabethan, comedy, farce, comedy of manners,
black comedy, tragedy, physical theatre, epic, absurdist, etc.
In a novel: examples include epistolary, historical, gothic, romance, mystery,
etc.
Poetry examples include lyric, free verse, ballad, narrative, sonnet, etc.
Impromptu talks:
While the topic may be familiar, or researched, impromptu talks have little
or no preparation time. They should be broadly planned, but not practised;
they are delivered in the candidate’s own words and in a conversational
manner.
Improvisation:
A story or event developed from a given title or elements and performed with
a combination of physical action, dialogue and mime.
Interpretation:
The meaning of a text. This may include the process involved in explaining
the artistic choices made in performance.
Interpretation of selections:
In discussion this refers to explaining and/or justifying the choices made
in developing a particular performance.
Justify:
To demonstrate the correctness of an assertion, statement, plan, point of
view or action. In improvisation, to show valid reasons for the use of physical
action.
Masking:
Obscuring someone from view.
Mime:
Actions without words that tell a story, or part of a story. It is expected
that the size, shape and weight of objects handled in mime will be shown.
Modulation:
An understanding of technical terms such as pitch, pace, pause,inflection
and volume; their relationship to the thoughts and feelings of the speaker;
their importance in maintaining the interest of the listener.
Monologue:
A scene in drama for one person. This may, or may not, be a soliloquy.
Note: In selecting performance pieces for grade 6 and above, a selection
from a book of monologues written solely for one performer is unacceptable
as a characterisation.
Performance:
Performance should be interpreted to mean practical presentation for an audience;
this includes talks.
Personal Discovery:
A candidate’s own realisation, growing awareness, or specific discovery
based upon personal experience.
Philosophy:
The candidate’s attitudes and beliefs regarding the topic under discussion.
Poetic Devices:
For the purpose of this syllabus, these are the elements that the poet uses
to create poetry. e.g. choice of words, alliteration, onomatopoeia etc.,
Principles and Practice:
In discussion on aspects of teaching, these may refer to your philosophy on
teaching, generally accepted methods of teaching, and references to published
works of established practitioners.
Production:
This covers the full range of aspects of developing a play for performance:producer;
director; set, costume, designers, vocal coach, etc.,
Range:
The various aspects that may be included in performance and/or discussion.
Where a range is definitively stated, this confines the aspects for that section.
However, where a range is followed by an ellipsis (...) the scope may be broader
and is open to further interpretation and justification by the candidate.
Research:
The line of investigation followed on a stated topic. The scope of any research
will be relevant to the age of the candidate and the grade.
Role:
Playing a character other than yourself.
A belief in that character, including an understanding of their relationships
and point of view, as in a characterisation or a role-play.
Role-play:
The assuming of a role in a ‘real life’ situation set by the examiner.
Running Commentary:
Visualising and describing an event or situation for the benefit of a listening
audience.
Social and historical context:
The period in which a text was written. This includes the significant historical
events and the major social influences of the period on the style, content
and the ideas of the writer. An awareness of other writers of the period and
their
significance may also become part of the social influences on a specific writer
or text.
Staging:
The acting space and how it will be used for a specific performance.
Stimulus:
Starting point.
Structure:
The framework or arrangement of ideas that underpins a performance.
In a play: acts, scenes and sections of scenes; in a talk: the introduction,
signposting, main ideas (including the manner in which these are arranged
and linked), summary and conclusion.
Synthesise:
Combine into a coherent whole.
Visual Aids:
Objects, pictures and charts which reinforce and enhance the spoken word.
The use of these is encouraged throughout the syllabus.
Electronic aids (provided and arranged by the candidate) may be used at senior
and diploma level.
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updated March 2006
