Perform with empathy, confidence & joy
&yes Perform's
VISION ON TEACHING
The way we teach the one-to-one sessions is always tailored to the individual student. We believe it is important that the lessons are fun and students feel at ease, to create the best possible and nurturing environment for their learning. The drama games we play, the techniques we choose to incorporate into the sessions, and even the syllabus we recommend starting with, all depend on the student’s interests, what they find enjoyable and where they are at with their confidence.
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A session will usually start with a short chat to put the student at ease, and then some games/exercises to encourage imagination, emotional engagement and empower students to trust their own ideas. Then we usually move onto the syllabus (in the case of LAMDA coaching), interview preparation, or audition pieces we are working on.
TECHNIQUES USED
We use techniques from several acting practitioners, voice techniques to improve diction and projection, improvisation to improve imagination and storytelling ability, depending on the student’s needs and interests. Some of the techniques that we have seen many students benefit from are LABAN (a method for describing and analysing human movement), Meisner Technique (acting with a focus on the immediate environment), ‘actioning’, Science of Acting (the use of vivid imagery to tell a story).
ALL COACHING OFFERED
Within the LAMDA syllabi, there are three strands in which we offer coaching.
Within the Acting strand, we teach the following syllabi:
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Acting (solo & duologue)
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Shakespeare
Within the Communication strand, we offer coaching in the following syllabi:
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Verse & Prose
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Public Speaking
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Reading for Performance
We also offer coaching for Musical Theatre exams, which is a separate strand.
We can also help with interview coaching, and have prepared students who got into several great grammar and private (secondary) schools and universities. In these lessons, we work on how to approach different types of questions, how to make sure students’ personality comes through in the interview and what interests, hobbies or facts about themselves to highlight, how to handle nerves, how to show expression, look after their posture,...
I have gathered many types of questions and tips over the years, and having that bit of extra coaching often helps students to feel more sure of themselves and to understand what is expected in a sometimes daunting and new interview setting.
We also offer audition coaching, and might be able to do so at short notice (eg. when an audition/self tape comes up last minute). Having been professional actors alongside teaching for many years already, we understand the processes and what is expected at an in person audition or in a self tape. We also are technically experienced at helping with self tapes eg. lighting, camera positioning, editing,...
ABOUT LAMDA EXAMS
LAMDA is an internationally recognised exam board that offers performance and communication exams in many different subjects, for students of all ages. The syllabi focus on developing all skills needed for performance and speaking in public.
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In Grade 6, 7 and 8, students can gain UCAS points by taking the exams, which becomes relevant when students apply for university or college.
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When we coach students for LAMDA exams, after a trial session (in which we will give a taster of the different syllabi we teach) we leave the choice as to what syllabus they would like to start with, up to the student.
Most often however, we find it works best to start with Verse & Prose and Public Speaking at the same time, and work towards both exams side by side. After these two first exams, when confidence has grown and they have gained some performance experience, we like to work on a grade within the Acting syllabus. Some students also choose to dive into the Musical Theatre, Reading for Performance, or Shakespeare syllabus.
VIEW ON EXAMS
Generally, with weekly coaching, LAMDA students are able to take an exam after working on the pieces for around six months/two terms.
However, we believe there is so much more to Performance Coaching than just taking exams. The confidence and self belief students gain is worth more than the certificates. Therefore, we very strongly avoid a pressurised environment and assess everyone individually to decide when they are ready for the exam. In some cases it might be worth waiting a little longer and spending longer preparing for a certain exam, to obtain a higher mark and get a great sense of achievement, and a bigger boost in confidence as a result.
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Every student is different, grades get harder and more demanding the higher they go, and learners sometimes have many other commitments and busy schedules.
We are however very approachable and communicative and will always keep you up to date as to how progress is going.
Students also by no means have to take an exam. Some students might want to work on the skills for a grade, and then decide that they don’t feel in the right place to take an exam. Students also don’t have to take the LAMDA exams in order, which means you can start LAMDA at for example Grade 5, without ever having taken a LAMDA exam. Or someone could take the Grade 1 exam, and then don’t take an exam until grade 4.
Naturally, the conditions and learning objectives for the particular grade do need to have been achieved, and so it might take a little longer for a brand new student to take a Grade 5 exam than for someone who did all exams up to Grade 5.
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Again, together with the student and parent, we will assess on an individual basis what would be best for the student. Of course, we do think that working towards a goal, and experiencing the excitement and slight nerves that come with taking an exam, teach you a great amount and give you a sense of achievement. This will then always also result in a growth in confidence.