ATCL Case Study

Jamie Ross
ATCL
Unit 2: Case Study
Jamie Ross
ATCL
Unit 2
Contents Page
2.1.1.1
Description and Analysis of Learning to Date

and Future Needs
2.1.1.2
Student Learning Record
2.1.1.3
Questionnaire
2.1.1.4
Description of Pupil
2.1.1.5
Observation of the pupil in another teachers

session
2.1.1.6
Session Plans
2.1.1.7
Future Session Plans
2.1.1.8
Individual Activity Description
2.1.2.1
Description of the Group
2.1.2.2
Description of the Group in another teachers

session
2.1.2.3
Student Learning Records 1-3
2.1.2.4
Session Plans
2.1.2.5
Group Activity Description
2.1.2.6
2.2.1
I Feel Wonderful
2.2.2
Creating Characters Through Song
Appendix A
Session Evaluations
Unit 2.1.1.1
Description and Analysis of learning to date and future needs
Learning to Date
Qualifications
Grade 2 (Solo) Musical Theatre
Grade 3 (Group) Musical Theatre
Grade 1 Violin (ABRSM)
Grade 2 Guitar (ABRSM)
Grade 3 Piano (ABRSM)
In Musical Theatre (Group);
Exam Taken 6/4/06 (Distinction 86/100)
She demonstrates sustained delivery, with a constant awareness of the audience

and some sense of spontaneity.
She has an evident command of the relevant technical skill required for musical
theatre at this level.
She is aware of the demands of the material being performed and has an
understanding of the meaning of the material chosen.
She has the ability to work well as part of a team.
She possesses vocal clarity, however requires training in supporting high notes
with breathing and needs to learn to take care not to strain the neck or
shoulders.
She speaks with great energy, however needs to learn not to rush through
dialogue especially at the ends of sentences.
She can move in a coordinated fashion in order to emphasise the action of a

scene.
In Musical Theatre (Solo)
Exam Taken 9/7/05 (Pass 73/100)
She shows an understanding and learning of any material presented for

performance.
She shows a basic level of audibility and clarity, despite slightly limited
performance skills.
She can give an imaginative response to any chosen material.
She can sing in tune, however her voice carries a certain husky quality, inhibiting
projection and clarity.
She has trouble adding expressive variation to gain interest and colour.
Dialogue is superior to singing and carries a sense of conviction, which

dramatically increases her ability to establish a character.
Her improvisation skills show a connection and a sensitive understanding of the

material studied and the characters portrayed.
Can speak with confidence about any material studied and has an ability to
comprehend the relevance of the material studied to the theme of a performance.
Future Needs
Over the course of our 10 sessions, I intend to work on
Improving the tone of her voice when singing, in order to try and remove or work
around a perceived "huskiness"
Projection and clarity of the singing voice.
Showing conviction and establishing character through the medium of song.
Using breathing to support the voice when singing high notes.
Not straining the neck or shoulders in order to achieve notes higher in the vocal
range.
Maintaining a constant pace when delivering lines whilst maintaining energy.
Maintaining fluency throughout the performance of an exam program.
Unit 2.1.1.2
Student Learning Record
Student: Eleanor Mayhew
Previous Experience and Topics Learnt

Qualifications
Future Needs
Grade 2 (Solo) Musical

Theatre
Learn to support my
voice better when
singing at the upper
and lower end of my
range.
Basic techniques for

improvisation,
similar to what
Grade 3 (Group) Musical happens in exam
situations.
Theatre
Grade 1 Violin
Grade 2 Guitar
Grade 3 Piano
Ellie should now be

focusing on properly
letting go of inhibitions
when rehearsing, she
has a great deal of skill
and should be showing
Worked on
Improve ability to sing it off more!
supporting the voice whilst dancing to keep
using the diaphragm. the voice supported.
To display even more
energy in dance
Performing lyrics as To know my limits when routines and songs that
speech, like in the I have a sore throat or involve a lot of
exams.
other illness.
movement.
Controlling vocal
performance whilst
dancing.
Session One
Targets for the future
To pass Grade 7 and 8

musical theatre with a
distinction or a merit.
Student
Teacher
What I have learnt so far and what I

need to do to improve
How is the student doing so far and

what do they need to work on?
Been given my pieces to learn and

Ellie seems to have reacted well to all
talked about what I have to do in the
of her pieces, including Close Every
exam. I have also had a go at one of the Door, which at first I was unsure about
pieces that we will work on next week. giving her as it is a male song.
Next week I have to start learning my
pieces and thinking about characters.
Because we are just starting out at the

moment, Ellie just needs to start
learning her pieces at home so that we
can work on them in these sessions.
Session Three
Session Six
This week we worked on the how I am

going to play the character of Captain
Hook in my monologue and song.
Ellie is progressing well with all of her

pieces, she is looking at the scripts and
lyrics less and less when she gives a
performance and is starting to get to
I also ran through all my pieces but we grips with some of the basic emotions in
have not started to look at these
the pieces.
properly yet.
We have covered some of the basic
Next week I need to have learnt at least emotions involved in her spoken extract
some of my spoken piece off by heart and marked up her script to show where
and to try and remember the things we these occur.
discussed about it this week.
Ellie mentioned having a sore throat
that the moment, and this is something
she will have to be careful about in the
next few sessions, so that she does not
injure her voice.
In the next few sessions Ellie needs to
be able to perform the dance routine
that she will be learning outside of
these sessions.
So far I have looked at all of my pieces Ellie is really starting to master some of
in detail and I have shown Jamie my
the material now. She is able to
dance routine that I have learnt with
perform her songs and spoken extract
Cheryl.
without having to refer to the script all
of the time.
We have talked about emotions in my
other songs and also about what
In her spoken extract she needs to focus
gestures I can use in these songs to give a bit more on the character of Hook and
a better performance.
making him a bit more larger than life.
Jamie has also given me some help with We have decided to change the key of
singing with a sore throat so that I do Close Every Door, to make it more
not damage my voice.
comfortable for Ellie to sing and to
allow her to focus more on the
I now need to work on the other parts performance rather than the pitch of
of the exam, like the improvisation and the song.
the discussion.
In the next few session we will be
tweaking the performances that she is
giving as well as looking at the other
elements of the exam.
Ellie needs now finish researching her
pieces and be able to talk confidently
when asked about the pieces and
characters.
Session Ten
This was our last session before my

Ellie is now ready for her exam, my
exam, I think that I am just about
main concern is that her sore throat will
ready. Jamie has told me that I am morelead to problems in the exam that
than good enough to pass the exam with haven't yet come up in rehearsals.
a good mark and that I just need to get
in there and give it my all.
Ellie has shown that she is extremely
capable when it comes to improvisation
I have done some research into all of my and discussion of her chosen pieces, I
pieces and I have seen performances of just hope that she shows this to the
a few of them as well. I think that I
examiner next week.
should be able to answer the examiners
questions quite easily.
Her pieces and spoken extract have all
developed really well, and if she puts
For my exam I need to remember to put into practice the aspects of the
all of the things that we have talked
performance that we have talked about
about into practice when performing my she will be guaranteed a Merit in Grade
songs and spoken extract. I need to
6 musical theatre.
remember to include all of the
emotions and movements that Jamie
She just needs to remember to really
has given me.
show off in the exam and to not let
anything hold her back from giving the
best performance that she possibly can
give.
Student's Self Evaluation;
I have enjoyed the challenges presented by my Grade 6 pieces and I feel I have learned
a lot from working on the more difficult aspects of performing them. At first I was not
too keen on some of the pieces but when Jamie explained how they could help me
improve I realised that they were good choices to develop my ability.
In the future I would like to work on more improvisation and acting, maybe including
some more mature characters and pieces. I would like to improve my singing range as
well so that I can be more versatile as a performer.
In the exam I thought that I did quite well, and I was glad that my bad throat that I had
for a few months before the exam had almost gone. I was extremely pleased when I
found out that I got a distinction and I am really looking forward to taking Grade 7 and 8
in the future.
Evaluation of Teacher;
I thought that Jamie made a good teacher because he was quite encouraging in my
exam sessions, he helped me a lot with supporting my voice using my diaphragm and he
seemed to understand the way voices worked. He also gave me a lot of help and support
with my improvisation, which I had never done in an exam before, I liked his method of
working out a beginning, middle and end to an improvisation as I thought it made the
whole thing easier to do.
Unit 2.1.1.3
Questionnaire
Section a) Personal Information
Name
Age
How long have you been attending TAPA?
What parts have you played in TAPA's annual productions?
Have you ever wanted a part and not been given it?
Do you want to take a lead role in future shows?
Which of the three musical theatre skills do you enjoy the most?
Section b) Experience in School
Which school do you currently attend?
What year are you in?
What experience of Drama/Music/Dance/Musical Theatre have you had at school?
Have you taken part in any school productions?
What were those productions?
What parts did you play?
Did you enjoy these productions? Why/Why Not?
Have you considered joining the Youth Theatre/Dance Troupe?
Section c) Experience Outside Of School
Have you taken part in any other theatre companies' productions?
If so, what part did you play, and did you enjoy it?
What support do you get from your parents?
What qualifications do you have?
Do you want to continue with Musical Theatre into the future?
Section d) Self Assessment
What do you feel are your strengths?
What do you feel are your weaknesses?
Which of the 3 musical theatres skills do you find hardest?
What shows would you like to be in? Which parts?
Do you feel more comfortable working with boys or girls?
Do you want to continue at TAPA up to Grade 8?
What would you like to improve about yourself over the course of the 10 lessons?
Unit 2.1.1.4
Description of Pupil
For my individual student, I have chosen Eleanor Jacqueline Mayhew-Hills, who is 13

years of age and has been a member of Tynedale Academy of Performing Arts for the
past 4 years, taking a short break after the 3rd year to participate in another theatre
group. She has a moderate amount of experience of musical theatre, and has played in
several of TAPA's productions including Charlie and the Chocolate Factory, Three Cheers
for Mrs Butler, Little Shop of Horrors, and supported the make up team along with
prompting duties in Seussical the Musical. Outside of TAPA she has been involved with
school plays at Bellingham Middle School, where she played the roles of Rizzo in Grease,
Jacob Marley in A Christmas Carol, and Cinderella, she enjoyed playing these parts,
however the nature of the school productions meant that she was left wanting more of a
challenge. She currently attends Queen Elizabeth High School in Hexham, and has
expressed an interest in joining the proposed dance group and the Youth Theatre,
although this has been postponed because of a holiday. Other than school, she became
involved with the Hexham Stage Society for a short period, during which, she played the
part of Gracie Shins, The Mayor's Daughter, in The Music Man. Other qualifications
include Grade 2 on guitar, Grade 3 on piano and Grade 1 on violin in addition to Grade 3
(Group) in Musical Theatre.
In terms of ability, I have briefly assessed her skills whilst observing her taking part in a
series of workshops, looking at the three disciplines of Musical Theatre. Of the three,
dance is by far the strongest, then drama, then singing. In dance she has a good
posture, and puts herself across as being a confident and able performer. She has a
sense of modesty when dancing, and sometimes appears reluctant to show off, however
she will normally perform for her peers with a small amount of coaxing. She is very
quick to learn a routine and can perform fluidly and powerfully with plenty of attitude,
she comes across as a leader of people rather than a dancer and I think that this could
be one of her strongest abilities. Drama and Singing, she does appear to be less
enthusiastic about, she does not seem to show the same interest that she does when
she is dancing, she expressed a lack of confidence in these two skills, so this will become
an area for work. In terms of self assessment, she believes that dance is her strongest
discipline, and that she has less confidence, rather than ability, with the other aspects of
musical theatre.
Eleanor has expressed an interest in continuing her studies at a performing arts college,
and then to work towards a degree in music and or drama. In the future at TAPA
however, she has expressed an interest in achieving a Grade 8 Qualification in Musical
Theatre and also in playing lead roles in future TAPA productions such as Wendy in Peter
Pan, despite this, she says that she has never been disappointed with a role give to her
by the TAPA team, which to me suggests a past lack of confidence. Eleanor has a desire
to succeed in the field of musical theatre, and she believes that she is fully supported in
pursuing such a career by her family, with her father providing a lot of help with her
studies and performance work.
Unit 2.1.1.5
Observation of the pupil in another teacher's session
Today I have been observing Eleanor in a dance workshop led by TAPA's dance teacher
and choreographer Cheryl. She was taking part in this session as part of TAPA's group 3,
who are aged around 12-16.
In other teachers lessons Ellie seems to display a lot of the maturity that she she shows
when working on a one on one basis, she displays good social skills and can comfortably
work and cooperate with the other members of the group. Ellie is definitely one of the
more capable students in group 3 and can respond to most of the tasks set by the
workshop leader very quickly and showing a good deal of technical ability and creativity.
As a dancer she moves very fluidly and with a great degree of confidence and is able to
dance in many different styles. Her style of moving is a nice medium between
gracefulness and energy. She is able to execute complex sequences of routines and
seems to pick up moves very quickly, making her a very versatile performer to direct.
When performing in a smaller group Ellie is a natural leader, and the other students
seem to look to her for support when performing, she is not however selfish when it
comes to performing and she tends not to try to upstage other members of the group in
this kind of situation. She is comfortable with working with partners as well and does not
show any immature shyness or start laughing when asked to perform along with a
partner.
When working completely solo, Ellie displays a shyness and modesty of first, and
sometimes needs to be told to really let go when performing. When she does let go of
her inhibitions the results are always fantastic, she gives a lot of expression and energy
to her performance and shows a good deal of understanding though her movement and
facial expressions.
Unit 2.1.1.6
Session Plans
Eleanor Mayhew
Grade 6 Musical Theatre
Session Plan 1
Objectives
By the end of the session the student will have;
Discussed the chosen material, including reasons and personal opinions
Run through the selected pieces to ensure suitability
Discussed any amendments to the programme
Understood the context of the pieces chosen
Understood the next steps to be taken in terms of research
Session Plan
Intro
Introduce self as mentor for the 10 sessions
Introduce material if not already familiar
Discussed the chosen material, including reasons and personal opinions
Ask for what the student wanted to learn and perform and how these
desires have been met
Ask if the student is comfortable with all of the material chosen
Ask if the student is familiar with any of the material including context
Ask if anything has been left out which the student wanted to perform
Run through the selected pieces to ensure suitability
Run through each of the individual chosen pieces to make sure that it will
be feasible to perform them for an exam.
Look at;
Vocal Range
Character
Diction
Understanding of the pieces
Discussed any amendments to the programme
Discuss any possible amendments that can be made to the program
Confirm these changes with Lesley after the session
Understood the context of the pieces chosen
Discuss the material to ascertain the students current level of

understanding of the pieces
Talk about the pieces to be studied
Talk about characters involved as well as plot
Understood the next steps to be taken in terms of research
Tell the student to research the pieces on Wikipedia
Tell the student to try and obtain videos of the pieces
Tell the student to look on You Tube to see other peoples performances.
Evaluation
This was a good session for Ellie; I have noticed that since returning to TAPA, the
perceived husky quality of her voice has disappeared and that she now
possesses a much clearer singing voice. I think that the pieces that have been
selected are all compatible enough with her voice that she will be able to perform
them very well, and she should be capable of getting a very good mark in this
exam. I feel that at her current standard, Grade 6 is the correct exam to be
entering her for. Over the course of the 10 sessions I feel that it will be most
beneficial to Ellie to just work on the songs and extract as individual pieces, and
try and incorporate the development of her as a performer into these activities.
In the 10 session after this I would like to work with Ellie on a more individual
level, helping her to develop good vocal technique when performing. For next
week I have asked Ellie to concentrate of learning the fundamental aspects of all
of her pieces and to look at them in a very basic sense so that we can make sure
that she knows the rhythm and melodies of the pieces before we try and develop
them any further. After this I will break up the program and look at individual
aspects in individual sessions.
Eleanor Mayhew
Session Plan 2
Objectives
Discussed what progress has been made since the last session
Run through the chosen pieces to recap what was done in the last
session
Discussed what can be done to improve the performances being given
Performed a second run of the chosen pieces
Understood fully what is required for the unprepared piece
Session Plan
Intro
Ask what has been done since the last session.
Check that there are no medical complaints that would endanger the
students voice.
Ask how much practice has been done
Ask if there have been any problems at all with the material
Check if the student is still happy to go ahead with the material as

planned
Run through the chosen pieces to recap what was done in the last session
Go through each of the chosen pieces to establish which ones to focus on
Before starting each piece, run through what was said in the last session
When running through, do so without interrupting, and make notes on

the performance as not to reduce the students confidence
Discussed what can be done to improve the performances being given
Run through as many good points about the performance as possible
Highlight any negatives and work on ways of overcoming these points
Finish the review with more positives in order to end on a high note
Performed a second run of the chosen pieces
Taking all of the discussed points into account perform the chosen pieces
again.
At the end of this, quickly review any major points that were noticed.
Understood fully what is required for the unprepared piece
Ask the student which of the three disciplines they would like to work on
for the unprepared piece.
Present the student with material for the chosen discipline, or

alternatively give a sample of what each discipline would involve.
Rather than leaving the student for 20 minutes, spend most of the
remainder of the session walking the student through the material.
Ask the student to give a final performance of the work done.
Evaluation
Ellie has responded well to the tasks set for her last week, she has come back
with a clear knowledge of each of the songs and can perform each of these pieces
with a high level of proficiency, provided she still has a copy of the lyrics in front
of her. This is perfectly acceptable as I have not asked her to start memorizing
the pieces yet. She has demonstrated an excellent ability to take in constructive
criticisms and responded very well to the suggestions and observations that I
made during her performances of the songs, the main criticisms were the fact
that when performing Joseph she was switching between vocal registers as the
piece went on, and this will be addressed when I give her a copy of the Joseph
backing track in a different key so that she can better perform it. When asked to
sing the song in either her high or low register, Ellie was physically unable to do
so, because the song is originally written for a man, who would sing it in his
comfortable register, the fact that she attempted this without question shows that
she is a competent performer who is ready and willing to learn. Next week I
intend to work on her spoken extract, by breaking it up into sections and asking
Ellie to assign different emotions to different sections.
Eleanor Mayhew
Session Plan 3
Objectives
Performed a quick run through of selected pieces
Read through the spoken extract and marked on different emotions
Discussed the character of Captain Hook and described how they intend
to portray him
Performed a run through of the spoken extract
Reviewed this performance
Decided on what piece will be focused on next week
Session Plan
Intro
Ask how the student is progressing with the chosen pieces and if they
are having any major problems.
Check that there are no medical complaints that could damage the voice.
Ask if the student is practicing the assigned material from the previous
session
Check there are still no problems at all with the chosen pieces
Performed a quick run through of selected pieces
Check that any and all notes given in the previous week have been
addressed
Read through the spoken extract and marked on different emotions
Break down the piece into different blocks, using the paragraphing found
in the script, and assigning a different basic emotion to each one, using
feedback from the student.
Discussed the character of Captain Hook and described how they intend to portray him
Ask the student to give their idea of what the character of Hook is like as
a person
Ask the student to think of some interesting features of hooks character
Get the student to say how they will show these emotions.
Performed a run through of the spoken extract
Ask the student to perform using the script, even if they can do it without
prompting in order to remind them of the emotions decided on earlier in
the session.
Focus in now on improving different aspects of the performance,

focusing on adding extra emotions to specific words and phrases, looking
at the timing of the speech and at any movements and gestures which
the student has spontaneously done, and ensuring that the student
knows what to include in future performances.
Suggest any additional movements that would look suitable in the

performance
Ask the student to continue looking at the spoken extract over the next
week
Ask the student what piece they would like to focus on next week
Evaluation
At the start of this weeks session, Ellie told me that she had been having
problems with a cold that had been developing for some time now. I thus
instructed her to take it easy on her voice for this week, and if the problem
persisted, to get in touch with her doctor about the complaint. She mentioned
that she had been avoiding her singing pieces this week because of her sore
throat; I praised her for doing this as it would be unwise to further put stress on
the voice when it is in such a fragile state. We then moved on to work on Ellies
spoken extract and as it is taken from a role she has already prepared for, she
was already quite familiar with it. We broke it down into several sections and
assigned emotions to each one of these sections, I used a basic exercise for this
which involved making a list of possible emotions and then choosing a random
line from the extract and assigning the emotions to that line. From here it is
looking like the spoken extract will take a bit more work, although I am sure once
Ellie has committed it to memory, the varying emotions of this extract will show
through a bit more than they presently are. Next week we have decided to look
at the piece, Goodbye, Peter Pan as this will allow us to continue out work with
the character of Captain Hook. I have asked Ellie to make sure that she knows
the lyrics off by heart for next week as well as getting some basic idea of the
emotions involved with the song.
Eleanor Mayhew
Session Plan 4
Objectives
Discussed what progress has been made on the spoken extract
Performed a run through of the spoken extract with script
Performed the extract without a script
Given a performance of the piece chosen at the end of the last session
(Goodbye, Peter Pan)
Reviewed this performance and adding blocking and basic emotions
Session Plan
Intro
Ask if the student has been practicing over the past week
Check that the medical condition brought up last week are still persisting
Agree on a safe method of working
Discussed what progress has been made on the spoken extract
Ask the student what emotion were discussed in the previous session
Performed a run through of the spoken extract with script
Check that the student is adhering to the blocking and basic gestures
decided on in the previous session
Check that the student is correctly showing all of the discussed emotions
Performed the extract without a script
Check that the student can still remember all of the direction given when
performing without a script
Discuss the performance in terms of character, and how the student felt
that they showed this
Correct any slips in terms of remembering the various emotions

discussed in the previous session
Given a performance of the piece chosen at the end of the last session (Goodbye, Peter
Pan)
Check that the student has been learning the piece that was chosen by
asking for a performance without a lyric prompt
Watch for any understanding of emotion in the students performance, so

that this can be built upon later on
Look out for any slips or mistakes in the singing of the song
Reviewed this performance and adding blocking and basic emotions
Look at the students performance from before and ask what emotions
they feel are suitable for this song
Ask the student how they could use their voice to portray this emotion
Ask the student what movements and gestures they feel would be
appropriate for this piece
Suggest additional and appropriate blocking and suggest different

emotions for different sections of the piece, in order to add contrast and
interest.
Ask the student what the next piece that they would like to focus on
would be.
Make sure that the student has the correct lyrics sheets and backing
tracks in order to full learn the material
Evaluation
Ellie has worked very hard on this piece, she is now able to get through the piece
mostly without a lyrics prompt, and she has a clear understanding of the
emotions and intentions behind the song. Her vocal technique is very clear and
fairly strong and she is projecting her voice well. I feel that we need to work on
her gestures and movement throughout this song, as they are quite small at the
moment, and do not show the eccentric nature of the character of Captain Hook
that we have previously discussed. I think that a lot more could be made of the
camp and theatrical side of the performance, as this is what is starting to come
through with the spoken extract, which was particularly strong this week as Ellie
is now able to competently perform it without a script. Next week we have
decided to focus on Close Every Door, and I have given Ellie a copy of the
backing track in a more suitable key for her voice. Ellie has been showing that
she can respond well to direction, which is a very useful skill for a performer as
she can accommodate the creative ideas of other people whilst retaining a sense
of individual expression in her work. Next week we will be focusing in on
expressing the inward emotions of a piece of music, because Close Every Door is
a lot more of a thoughtful and expressive piece than Goodbye, Peter Pan.
Eleanor Mayhew
Session Plan 5
Objectives
Given a performance of the spoken extract to check that it has not been
forgotten
Given a performance of Goodbye, Peter Pan, checking for emotions and

direction
Discussed this performance in terms of character and emotion
Given a performance of Close Every Door
Discussed this song in terms of meaning, emotions and character
Added in some basic gestures, emotions and blocking in order to reflect

the character
Given a performance of this piece and building upon the ideas already
given
Decided on the material for next week
Session Plan
Intro
Ask if the student has encountered any problems or obstacles in

practicing over the previous week
Check on the status of the students medical complaint and advise on how
to best help this
Given a performance of the spoken extract to check that it has not been forgotten
Run through the spoken extract and check that all of the blocking
gesture and emotions discussed in previous weeks are still present in the
students performance
Suggest additional performance techniques that can be used in order to

fine tune the performance of the piece
Given a performance of Goodbye, Peter Pan, checking for emotions and direction
Check that the student is using their voice within its safe limits and not
putting the voice in danger
Listen to the students voice and correct any issues with timing, pitching
and tone.
Suggest any improvements to the performance in terms of movement or

gestures
Suggest ways that the student could alter their voice in order to further
convey the emotion and character of the song
Given a performance of Close Every Door
Listen to what the student is doing naturally with this piece and make
notes of what works and what doesnt
Listen to make sure that the song is definitely suitable for the student
voice and that they are not doing anything unhealthy when singing the
song
Work out some basic emotions and blocking to go with the song
Discussed this song in terms of meaning, emotions and character
Look at the emotions that are present, and the current situation of the
character, discussing with the student how these can be demonstrated in
the performance through the use of voice and movement
Discuss how this song can be contrasted with the rest of the program
through in terms of energy and emotion
Ask the student if they have any additional ideas about the piece
Added in some basic gestures, emotions and blocking in order to reflect the character
Using the notes made during the initial performance, suggest what can
be done with the students performance in order show the character
being portrayed
Ask the student to think of some gestures and movements that they feel
would be suitable in the piece
Given a performance of this piece and building upon the ideas already given
Look at how the student has responded to direction, and take note of any
additional movement and gestures that have been included
spontaneously
Using a mixture of my own and the students ideas, decide with the
student on all of the blocking and basic emotional direction, so that the
student has something solid that they can go off and practice
Decided on the material for next week
Discussed that the only piece that is left to be looked at is the dance
routine, and check that the dance aspect of the piece has been worked
on
Make sure that the student knows to go off and work on the lyrics of the
song for next week
Evaluation
This week we have worked a lot on understanding the emotions of a song which
is an exercise that Ellie seems to have no problem with whatsoever, she is able to
look at a piece of script and understand a character more or less straight away.
Her performance of Close Every Door was fairly convincing, although there are a
few issues with breathing and timing that we have discussed in the session.
These issues are mostly concerned with cutting off the ends of lines to soon due
to a need to prepare for the next line, we have worked out that by thinking far
enough ahead in terms of the next line of the song, we can overcome this
problem very effectively. We have discussed that next week we will be looking in
detail at her dance routine which has been choreographed by Cheryl. We will be
focusing for the most part on the emotions behind the song because I know that
Ellie is a competent dancer.
Eleanor Mayhew
Session Plan 6
Objectives
Performed the spoken extract as a review
Performed Goodbye, Peter Pan
Given a run through of Close Every Door
Discussed the character of Joseph within the context of the song
Given a second run through of Close Every Door
Discussed improvements to this
Run through Good Morning Baltimore
Corrected any issues with the singing, expression and emotion of the
song
Been given some lyrics to learn as speech for next week
Session Plan
Intro
Check that there have been no problems with the material over the past
week
Check on the status of the persistent medical problem
Performed the spoken extract as a review
Look at the performance as a whole and correct any minor issues if there
are no major problems
Tell the student that this piece is now at an exam standard if there are no
issues with it
Performed Goodbye, Peter Pan
Look at this piece in terms of the movement in it, which has been an
issue in previous weeks
Check that the facial expressions are as large as is required by the

character of Hook
Given a run through of Close Every Door
Looked at this piece in terms of the direction given last week
Correct any areas where the student has forgotten the direction given to
them
Fine tune the direction to compensate for any aspects of the performance
that the student has added in, building upon these new ideas
Discussed the character of Joseph within the context of the song
Make sure the student understands the emotional situation of the

character at this point in the song
Ask how this would affect the performance of the song
Ask the student to include this in the next performance
Given a second run through of Close Every Door
Make sure that the student has taken on board all of the notes that have
been discussed in the previous exercise
Discussed improvements to this
Correct any mistakes that occurred during the performance,

Ask the student if they feel that there is anything else that could be done
with the piece
Run through Good Morning Baltimore
Listen to the way that the student is singing this song, and identify any
problems with singing and moving at the same time
Corrected any issues with the singing, expression and emotion of the song
Discuss how to solve the problems with singing by using the diaphragm
to support the voice whilst moving
Using a basic running and jumping exercise, work on the problem lines
Correct any other issues with the performance
Been given some lyrics to learn as speech for next week
Tell the student that the key to this exercise is to break the lines apart so
that they sound like prose, rather than a poem
Evaluation
This week I have been very impressed by Ellies hard work. She has
demonstrated an excellent ability to combine the disciplines of singing and
dancing. We have run through all of the set pieces now, and Ellie is showing a lot
of maturity in terms of her emotional understanding of all of the pieces. My few
criticisms for this week were to do with the issues with breathing that we dealt
with last week in Close Every Door, and also with some of the vocal support that I
felt was missing during Good Morning Baltimore. There were a few moments
when Ellie was performing that I felt her voice was becoming slightly lost due to
the physical exertion of the song taking away from her diaphragm support. To
help to overcome this problem, we worked on loosening up Ellies voice using a
running and jumping exercise that works on allowing the voice to work with
energetic movement rather than against it. I have given Ellie the lyrics to One
Song Glory from Rent to work on as speech for the next session, where we will
also be doing a run through of all of the set pieces.
Eleanor Mayhew
Session Plan 7
Objectives
Run through all of the prepared pieces so far
Discussed any issues with these pieces
Run through the lyrics as speech assignment given last session
Discussed how the student found this
Tried a new lyrics as speech, with shorter preparation time than in the
exam
Been given an improvisation to do for next time
Session Plan
Intro
Ask if the student has prepared the lyrics as speech given to them last
session
Check on the status of the students cold
Run through all of the prepared pieces so far
Look at the program as a whole, making sure that everything works and
is being performed as directed
Make sure that the student is being consistent with the way that they are
performing each of the chosen pieces
Discussed any issues with these pieces
Discuss any issues that have come up over the course of the performance
and then assist the student with dealing with these
Discuss the order of the piece in terms of the exam, and how the exam
will be set out on the day
Run through the lyrics as speech assignment given last session
Listen to the student perform this and make sure that they are breaking
away from the usual rhythm of the words
Look for a degree of understanding of the words being spoken
Discussed how the student found this
Find out how challenging the student finds this type of exercise
Check that they do no want to switch to one of the other two options
Give the student pointers on doing this activity, such as breaking up lines
where they are not broken in the text and making lines flow from one to
the next as well as using a conversational style of speaking when
reciting the lines
Tried a new lyrics as speech, with shorter preparation time than in the exam
Give the student a new set of lyrics and tell them that they have got 10
minutes to read through them
After 10 minutes get the student to perform the lines as they would do so
in the exam
Make sure that the student is giving a convincing performance that does
not sound like they are reciting a poem
Been given an improvisation to do for next time
Give the student a simple stimulus and ask them to prepare a 1-2 minute
improvised piece for next time using any method they see fit
Evaluation
Ellies ability to read lyrics as speech will probably take a bit more work after
today. She is able to competently read the lyrics aloud, however she has some
difficulty in breaking away from the set rhythm of the words. We have discussed
some techniques for overcoming this problem, such as imagining the lyrics
written out on a single line, adding in pauses to the speech and giving the whole
thing a more conversational style. Her prepared pieces are becoming stronger as
each week goes by despite the fact that her sore throat and persistent cold are
still causing her some discomfort when she is not singing. I have discussed this
with Ellie and she has told me that it is not too painful when she sings and so we
have decided to continue with the sessions as planned. She has been to a doctor
and was told that it was just a cold and she would soon be over it. Next week we
are going to start looking at improvisation techniques for the exam, although I
have a feeling based on Ellies ability to pick up the emotions behind songs, that
she will not have too much of a problem with the improvisation.
Eleanor Mayhew
Session Plan 8
Objectives
Run through all of the prepared pieces
Discussed any issues with practicing
Discussed how they think they have progressed
Discussed what improvements can be made to the programs

performance
Performed the improvisation set in the last session
Tried a new improvisation on the spot
Tried a mock discussion
Been informed of what to prepare for next time
Session Plan
Intro
Find out the current condition of the student throat
Ask if there are any other problems that have come up
Run through all of the prepared pieces
Look at how the student is performing the program as a whole
Listen for inconsistencies in vocal technique
Make sure that all of the direction is completely appropriate
Make sure that the student is comfortable performing without a prompt
Look at the student to make sure they are performing to an imaginary

audience/examiner
Discussed any issues with practicing
Make sure that the student is not having any trouble whilst practicing at
home
Make sure that the student has a routine of regular rehearsals
Ask how the student is looking after their voice
Discussed how they think they have progressed
Discuss how the student thinks they have changed as a performer
Ask what skills the student feels they have developed over the course of
the sessions
Ask the student how confident they are in their abilities now
Discussed what improvements can be made to the programs performance
Ask the student what else they feel they could do with their performance
to make it better
Discuss any notes made during the performance of the pieces
Discuss ways to address any issues that came up
Make sure that the student is performing safely
Performed the improvisation set in the last session
After 1 minute of preparation, ask the student to perform their

improvised piece
Discuss how well this went, what was good and what was bad
Suggest some tips for working out improvisations, like thinking

beginning, middle and end
Ask the student if they feel that this method would be effective
Tried a new improvisation on the spot
Give the student a new improvisation stimulus and given the student a
minute to prepare
After the preparation time, have the student perform the improvisation
Discuss how this has been an improvement on the previous attempt
Tried a mock discussion
Test the students knowledge of the backgrounds of each of the pieces
Ask questions that will reveal whether the student knows the context of
each of the pieces
Ask about the emotions involved with each of the pieces
Been informed of what to prepare for next time
Ask the student to be prepared for a mock exam, including the

discussion, improvisation and lyrics as speech
Evaluation
Ellies ability to improvise on the spot has really impressed me this week. Last
week I gave her the stimulus of Captain Hook talking to the pirates after a failed
attempt to kidnap the Lost Boys and she returned this week with a very confident
performance, which consisted of a beginning, middle and end. The improvisation
fitted nicely into 2 minutes and I believe it would get 8 or 9 out of 10 in a real
exam situation. Her mock discussion was confident and she was able to give
intelligently worded answers to all of the questions that regarded the contexts of
the pieces, however she struggled a little bit when it came to some of the
factually based questions, such as the authors and composers of the various
pieces. I have asked Ellie to go off and look these up for the next session as we
will be having another mock discussion as part of next weeks session. When I
asked Ellie to do an improvisation on the spot based on the stimulus of Tracy
sneaking out of the house to go dancing, she responded within a minute with
another intelligently thought out piece that demonstrated her understanding of
the character and piece. Next week we will be trying a mock exam scenario to
prepare for the real thing.
Eleanor Mayhew
Session Plan 9
Objectives
Run through all of the material in a mock exam scenario
Discussed this performance
Run through the pieces a second time, making sure any suggestions are
taken into account
Been told what is to happen in the final session
Session Plan
Intro
Ask if the students throat has improved at all since the last session
Ask how ready the student feels for the exam and reassure that
everything is on track
Give the student some lyrics to perform as speech and allow 10 minutes
of preparation time
Run through all of the material in a mock exam scenario
Ask the student to enter and introduce themselves and the exam
program
Watch the performance of all of the exam pieces, with a straight face and
giving no support
Give the student a stimulus for the improvisation
After a minute of preparation time ask to see this improvisation
Ask to see the lyrics performed as speech
Run through a full discussion with the student
Discussed this performance
Firstly give some positive pointers about what the student is doing well
Give some constructive criticism about the pieces
Give the major criticisms first then move onto the smaller issues
Finish off with everything the student did well again
Ask the student if they felt anything was badly wrong with the piece
Run through the pieces a second time, making sure any suggestions are taken into
account
Ask the student to bear in mind what was said beforehand
Ask the student to perform the songs, extract and dance
Watch to see that all of the criticisms that were made have been
addressed
Praise the students hard work after this run through has been completed
Been told what is to happen in the final session
Tell the student that for the last session there will be a full mock exam,
with preparation time included, followed by a discussion of how the
student is feeling about the real exam and then a tour of the space that
is to be used for the exam the following week.
Evaluation
This session I heard that Ellies cold had still not gone away, she has told me that
her doctor says it is just a normal cold and will pass of its own accord, although
the length of the cold is starting to worry me. Ellie claims that it does not hurt
when she is performing, and so we are continuing with the exam as planned. I
began the session by giving Ellie the lyrics to Those Canaan Days from Joseph,
and giving her 10 minutes to prepare. Ellie quickly had read through them and
was walking through the lyrics in her head, trying to think of movements and
gestures to use when performing them. After these 10 minutes I asked Ellie to
leave the room and come back in as if it was her proper exam. She introduced
her program with confidence and maturity before giving one of the best
performances I had seen her do. Now that all of the pieces have fallen into place,
I can see that Ellie is in her element when being watched by an audience. She
performed both of her songs almost perfectly, and her spoken extract was the
most theatrical I had seen her do it. My one criticism of her songs came in Close
Every Door, where Ellie is still cutting of the ends of odd words in the song, rather
than holding notes till the very end. Other than that her performances were of a
very high standard, with her dance routine being a real highlight. She seems to
thrive when asked to combine all three of the musical theatre skills that she is
capable of and Good Morning Baltimore was performed almost flawlessly. For her
improvisation I asked her to imagine that she was Tracey from Hairspray, and
that she was trying to get into a black dance club, but couldnt get in. She
responded to this very quickly and gave a well realized performance as Tracey.
She is able to very quickly improvise speech which is a very useful ability for a
performer. Her accent could have been a touch more American just for the
purposes of showing the character, but other than that it was a very slick
performance. Her lyrics as speech were performed well, although I do find that
she can sometimes fall back into reading the lyrics as a poem. This is a tiny
problem that I have discussed with Ellie, but I feel that it is outweighed by her
ability to understand the emotions in a set piece of text. Next week I intend to
run the session as if it was the real exam. I will give Ellie 20 minutes of
preparation for her lyrics as speech, and then run through the program with her,
followed by a discussion of how it went and finishing up with an explanation of
the proceedings on the day itself.
Eleanor Mayhew
Session Plan 10
Objectives
Completed a full mock exam including preparation time
Discussed how this exam went
Been given a tour of the exam space and an explanation of what is to

happen next week
Discussed any final thoughts about the sessions as a whole
Session Plan
Intro
Ask if the students throat is definitely on the mend
Ask if the student has any major concerns about the exam or the exam
program
Completed a full mock exam including preparation time
At the start of the session, hand the student some lyrics as speech to
prepare and allow them 20 minutes to prepare this
During this time, write down possible questions for the discussion
After the 20 minutes is up, ask the student to leave the room, and then
enter as if it were the real exam
Ask the student to introduce themselves and the program and then begin
Watch the performances with a straight face and be sure not to give any
encouragement to the student
After the songs, extract and dance have been performed, the student will
be asked to perform the lyrics as speech given to them at the start of the
session
After this, give the student a stimulus for improvisation and give them 1
minute to prepare and then perform
Once all the performance elements are completed, ask the students the
mock discussion questions that were devised at the start of the session
during the preparation time
Discussed how this exam went
Talk about all of the positive aspects of the performance
Highlight the problems (if any) with the performance
Ask the student if they feel happy with all of the preparation that has
been done
Been given a tour of the exam space and an explanation of what is to happen next week
Show the student the room that is to be used for the exam and the rooms
that are to be used for hair and make up and also for rehearsal and then
preparation
Run through the students time for getting into hair and make up, going
into rehearsal, going into preparation and finally going into the exam
Make sure the student know what the procedure will be for getting
prepared for the exam on the day
Discussed any final thoughts about the sessions as a whole
Ask the student if they feel ready for the exam
Ask if they have any other queries about the exam
Find out if the student would have liked to have done anything more in
terms of preparation for the exam
Ask if the student has enjoyed the session
Wish the student the very best of luck for the exam and thank them for
all of their hard work
Evaluation
This was Ellies final session before her exam and I have left it feeling very
confident about how well she will do in the proper exam. We began the session
by talking about Ellies sore throat, which seems to be on the mend. I gave her
the lyrics to Can You Feel the Love Tonight, from The Lion King, to work on as
speech and then gave her 20 minutes to look through these lyrics and prepare
them as speech. We moved straight on after the 20 minutes into a full mock
exam. Ellie introduced her program and performed it with no major flaws at all.
She is performing well above the standard expected for Grade 6 and she should
be aiming towards getting a high merit or a distinction at this level, both of which
I am confident she would be able to achieve. Her lyrics as speech were very
good, although I noticed that the more Ellie broke free from the rhythm of the
song, the more strained the emotions seemed to be, as if she was having to force
her mind off of the rhythm of the words. Her improvisation was very good as
usual, I asked her to imagine that she was Captain Hook sneaking into Peter
Pans den in order to poison his medicine. As usual she responded to this very
quickly and gave a very convincing performance, showing a great deal of
understanding of the character of Captain Hook. Her discussion showed that she
had done her research and had a very full knowledge of all of the contexts of the
pieces that she had studied. She was able to give very quick and intelligent
responses and I feel that she will be able to impress an examiner very easily. I
have shown Ellie round all of the different spaces that will be used for the exam
next week, and she knows what is going to happen in terms of timings on the
day. She doesnt have any other concerns in term of the exam or her program,
and so I finished the session by thanking her for all of her hard work over the
past 10 weeks and wishing her the best of luck for next week. I am looking
forward now to finding out how well she performs on the day, although I am sure
she will have no problems whatsoever.
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Unit 2.1.1.8
Individual Activity Description
Singing with Movement
This was an activity that I decided to use with Eleanor when we were working on her dance
routine to Good Morning Baltimore although the techniques that she learned apply to all of
her other pieces.
The purpose of this activity is to teach Eleanor how to control her diaphragm to maintain the
correct amount of pressure required to give a consistent vocal tone throughout strenuous and
energetic movements. I decided that it was necessary for Eleanor to work on this because I
noticed that she was avoiding moving to much when singing and that when she did move, it
sometimes affected the sound of her voice.
To correct this we worked on diaphragm control, I asked Eleanor to sing and hold a note,
keeping the tone as even as possible whilst staying completely relaxed, and then try singing
the note whilst running along the corridor, taking a jump in the middle of the run. This meant
that when she jumped, the tone and pitch of the note changed because there was no support
coming from her diaphragm.
Using this technique I showed her that by introducing support into her diaphragm, she would
be able to maintain the tone of a note even whilst performing an energetic dance routine. One
of the key messages that I tried to communicate to her was the importance of supporting the
voice, rather than introducing tension, which is potentially harmful to her throat. She reacted
well to this information and repeated the note holding and jumping exercise until she felt able
to support her voice from her stomach.
After demonstrating, we were then able to practice her various dance routines and songs with
this new technique which allowed Eleanor to have a greater level of freedom when moving and
singing. After practicing the various exercises that we went through we were able to make
Eleanors performances more energetic whilst allowing her to maintain full control over her
voice.
The benefit of this activity is that it allows the student to gain a whole new level of freedom
when performing. I would improve this exercise by finding a definite way of showing the
student how to support the voice from the diaphragm without requiring lots and lots of trial
and error. I think that if I could do this, students would be able to take on board this one
simple idea and then practice at home, confident that they were doing it right.
Unit 2.1.2.1
Description of the Group
The group that I have chosen to use for my case study are a group of young people that I will
be coaching at the Tynedale Academy of Performing Arts summer school over the course of 2
weeks. The group is divided by age into two smaller groups. From here on unless I refer to a
specific sub-group, I am talking about the group as a whole.
The older students are aged roughly 11-18 and are a mixture of students who regularly attend
the TAPA Saturday sessions combined with students who are attending the summer school in
isolation.
The younger half of the group are aged 5-10 and again are a mixture of TAPA regulars and
new students. Some of the students who are close to the upper age limit have been put into
the older group depending on maturity.
The ability levels of each of the groups is very mixed. Some of the students (especially the
regular TAPA students) have taken Trinity Guild Hall exams in Musical Theatre whereas some of
the other students have never been on a stage in their life. This is the same in both the older
and younger groups.
One thing that I immediately picked up on is the fact that many of the TAPA students are a lot
more confident than some of the newcomers, mainly due to the fact that they already know
me. I have decided to make sure that I give every member of each of the groups the chance
to build up their confidence and participate equally in each of the sessions that I have planned.
This will mean deliberately involving some of the quieter students in discussions. However I
must also be careful not to embarrass some of the more shy students.
The final thing that has occurred to me is that all of the students are here out of choice and so
there shouldnt be too many problems when it comes to motivation. All of the students are
here because they enjoy performing, or want to have a go at it.
Unit 2.1.2.2
Description of the Group in another Teachers Session
Today I have been observing the group taking part in a drama session led by Lesley Lofthouse,
who is the drama coach for the summer school in addition to being the Principal of TAPA. I
have already taught one session with the group so I will be able to compare the way they
worked with me to the way they work with Lesley.
The group seemed to be slightly more well behaved with Lesley, notably the younger kids
seemed as though they felt that they couldnt get away with as much talking and running
around. Lesley certainly has a slightly more heavy handed way of dealing with bad behavior
although she manages to do this without being cruel or nasty. The students seem to respond
to this style of teaching.
The older students seemed slightly more engaged than the others, possibly because in the
session that I observed them in they were working towards the end of week show. They
showed a lot more focus than in my session.
Overall I think that the the students are still a little shy of working with people they dont know
well. There are a few of the newcomers to TAPA that look to be a little left out of the main
group. I think that a good way to overcome this would be to spend a little bit of time in one of
my future session mixing each of the groups up so that people can make new friends.
Watching the students perform for Lesley, it is clear that one or two of the members of the
group lack some of the stage skills that the TAPA regulars have. This is to be expected and I
think it is something that they will get the hang of over the course of the week as they get
more and more comfortable singing, dancing and acting in front of each other.
Unit 2.1.2.3
Student Learning Record 1
Name of Student:
Mark Sillet
Group:
Older Group
Previous Experience:
TAPA shows, School Plays, Drama Group
What have you learned this week?
This week I have learned a lot about how to sing properly and safely. We have worked a lot on
how to warm up properly and how our voices work.
What was the highlight of the week?
For me the best part of the week was getting to play the lead role of Galileo in the show We
Will Rock You.
What did you think of the teacher?
I thought Jamie was good but I sometimes felt bored in the sessions. I think he could have
pushed the more able members of the group more.
Name of Student:
Amy Duggan
Group:
Older Group
TAPA Shows, School Plays, Ballet and TAPA exams, played Debbie in Billy Elliot in London.
This week we learned a lot of material from the show We Will Rock You, its one of my favourite
shows so it was brilliant so sing all of the songs.
The best thing about this week was getting to see all of my old friends from TAPA again, and
making some new ones at the same time!
Jamie and Lydia were awesome teachers, the sessions were lots of fun and they werent too
strict!
Name of Student:
Clare Patterson
Group:
Older Group
TAPA Shows, School Plays, TAPA Exams
We learned this week about singing and warming up safely, also I learned a lot from the drama
sessions and it helped with my confidence.
The show was really good and I liked getting to see lots of people from TAPA that I dont see
over the summer. The games at lunch were fun as well.
Lydia was really nice to have as a teacher and she was good with Jamie, they were a really
good team to have because they were both good teachers. I loved it when they sang Breaking
Free from High School Musical.
Unit 2.1.2.4
Session Plans
Summer School Session Plan - Younger Group - Monday
Objectives:
By the end of the session, students will be able to;
i) Warm up properly using a variety of exercises (10 mins)
ii) Project voice when singing (10 mins)
iii) Understand the context of "Getcha Head In the Game" in HSM (5 mins)
iv) Perform "Getcha Head In The Game" with a backing track. (30 mins)
Session Plan:
I) Introduction
- Introduce Jamie and Lydia as the teachers for the next week
- Talk about our backgrounds and qualifications

- Talk about past experiences with HSM and musical theatre
- Introduce the day's song
- Name and favourite song,
- Ask if anyone knows why it is important to warm up the voice before singing
- Explain the importance of the vocal warm up exercises
- Introduce the exercises and demonstrate briefly
- Run through selected exercises
ii) Project voice when singing (10 mins)
- Introduce the concept of projection and ask why it is important

- Describe what projection should achieve
- Demonstrate varying levels of projection
- Explain techniques
- Group and individual practise
iii) Understand the context of "Getcha Head In The Game" in HSM. (5 mins)
- Explain that HSM is the source for the weeks music

- Ask who likes the show, and why
- Ask for a description of the musical

- Ask for the context of the song, and the meaning behind it
- Fill in gaps
iv) Perform "Getcha Head In The Game" with a backing track. (30 mins)
- Verse by verse breakdown of the melody

- Go over rhythms of the song
- Decide on "how to act the song"
- Full run through
C) Conclusion
-Go over the lesson's content

-Q&A
-Introduce the next day's song
Evaluation:
The lesson began with a warm up song, called Here Comes Sally, which commenced after a
brief delay whilst Lydia was dealing with an upset child. With this being the introductory
session, we spent 5 minutes or so teaching the children the song, to ease them into using their
voices in front of the rest of the group, this worked well, as when we progressed to a name
game the children were willing to participate. Following this, we aroused interest, in my
opinion, very successfully by using an projected slideshow of High School Musical combined
with a question and answer singing, encouraging the children to shout out names of characters
and simple answers to question, the fact that the majority of the children shouted answers,
meant that those who were unsure, did not feel stupid, and were able to quickly learn about
High School Musical in a fun and interesting way, this brief activity also meant that interest
was fully aroused, and the children were eager and ready to learn the song. The choice of the
material in my opinion was spot on, because the children all were familiar with it, due to their
age, teaching them complex songs from scratch would have been almost impossible in the
space of an hour, the use of this musical meant that the children already knew the foundations
of the songs and were ready and able to take on suggestions to improve their performance and
technique. The material was highly relevant to the children as well because, of its massive
popularity with children of this age group. Our training session was successfully structured in
my opinion; I will attach a copy of the final session plan to this evaluation sheet. All tasks on
the session plan were completed well with in the time constraints and to an acceptable
standard. I believe the structure worked well, because I was able to link back to previous
segments of the lesson, to enhance the understanding of more complicated activities. I did this
by concentrating on projection as part of the lesson, showing the children techniques for
projecting their voices, and then referring back to these techniques later when learning a song.
I feel that this helped the children to remember what they had been taught over the course of
the lesson and also helped them commit the techniques to memory. I tried to keep my pace to
a reasonably quick tempo, this being for the reason that I prefer to continuously review
everything we had learned at a fast pace, rather than slowly explain things just once, which I
feel would cause the learner to lose interest. In terms of atmosphere, I kept the atmosphere
very friendly in order to win over the children, this was easy to do because the children
behaved impeccably, most likely due to shyness on their part, and I found the atmosphere to
be very pleasant, I found that the childrens enthusiasm for the subject matter gave me a
springboard to maintain a constant rate of energy as I was able to take in all the enthusiasm
and mirror it for the children in order to keep their interest. I do however have a concern that
the behaviour of the children will need to be kept in check in future sessions as they become
more comfortable with the environment. I tried to give as much praise as I possibly could, and
use continuous encouragement and helpful suggestions to improve the quality of the childrens
work. My only problem with this session was the choice of song, Getcha head in the game,
was probably a bit too complex in terms of timing for children that young and perhaps an
easier song would have been more appropriate. I dealt with this by continually sticking to my
guns and encouraging the kids to try their very hardest, reminding them that they were doing
very well, I feel that hopefully, this prevented them from becoming disillusioned with the
material. I tried to come across as very friendly and very smiley, I found this easy to do with
the young children because I was able to treat them in a very over the top and charismatic
style, whilst retaining credibility because of my age, this was however a problem with my other
group of children. I encouraged the kids to participate as much as possible, and made sure
that no one child was not involved in discussions and question and answer sessions. I gave lots
of feedback after each activity, constantly praising the children whilst reminding them that
they could always do better, I also tried as much as possible to respond to questions asked
over the course of the session in order to make the children feel comfortable with talking to
myself and Lydia.
All in all, I felt that this was a successful first session; an external observation gave me the
following points, which I will try to work on in future.
Making eye contact with the children in order to hold their attention. Constantly assessing the
abilities of the children and amending sessions to deal with this. Keeping a handle on the
behaviour of the group in future sessions, as it may deteriorate.
Summer School Session Plan - Older Group - Tuesday
Topics:
Technical Skill: Correct Posture

Song: Killer Queen
Objectives:
i) Warm up fully and safely, and understand the importance of this. (10 mins)
ii) Use correct posture to support singing. (10 mins)
iii) Understand the context of "Killer Queen" in WWRY. (5 mins)
iv) Perform "Killer Queen" with a backing track. (30 mins)
Session Plan:
I) Introduction

- Run over previous lessons content
- Anecdotes from WWRY last year
- Mention the other focuses of the day's work
- (Jamie)
- Reinforce importance of warming up the voice before singing
- (Lydia)
- Many Men
ii) Use correct posture to support singing. (10 mins)
- (Jamie)
- Introduce the concept of correct posture
- Demonstrate correct posture (Jamie or Lydia as Examples)
- Ask group to stand correctly, then manually correct each member
iii) Understand the context of "Killer Queen" in WWRY. (5 mins)
- (Jamie)
- Explain the character of Killer Queen

- Ask what the song is about, and what it's purpose in the show is
- Point out the two vocal lines
iv) Perform "Killer Queen" with a backing track. (30 mins)
- Split group into higher and lower voices in separate rooms

- Line by line break down of melody
- Reunite groups
- Keeping groups in same room, practice the interplay between the two parts.
- Full run through
C) Conclusion
-Ask if session was enjoyable

-Ask what has been learned in the sessions
-Q&A
Evaluation:
I personally, really enjoyed teaching group 2 today, I felt a good degree of enthusiasm from
the kids for the material. When they were played "Killer Queen" for the first time they were all
really excited about singing it. We also continued with the "Many Men" warm up song,
attempting to sing the entire thing with one breath. We have found that this is a very helpful
and fun way of conducting the warm up as it engages all of the kids right from the very start of
the lesson. I found that they were very switched on by the complexity of the backing vocals
that they were being asked to learn, which inspired me to teach them the backing vocals to
the best of their ability. I found the atmosphere in today's session to be very relaxed and
friendly, and I think as a result, the kids worked harder and really made an effort to learn the
material we were covering. I am trying to improve my eye contact with the kids especially
when conducting singing, as it has been noted that this is a long way behind my delivery skills.
I tried to keep all members of the group as involved as possible by continually recapping
everything we had learnt and aroused interest by showing how the backing vocals fitted into
the piece as a whole. I felt I made more demands on the group in this session, which I felt
forced them to raise their game, I still do believe that they have more potential than is
currently being realised, and I am hoping that this issue will resolve itself as the kids become
more and more comfortable with the material and each other. I tried to make as much use of
demonstration of the techniques of posture and of singing backing vocals as possible, which I
felt helped to commit the information to memory. I will recap over everything we have looked
at as the week progresses in order to make sure techniques are not forgotten. I continuously
gave the group feedback on the progress that they were making. My problem with this is that I
find myself very reluctant to hand out too much criticism, I realise that this is a problem and
will try to correct it as the week goes on. The teaching environment for today's session was
divided into two rooms, which I think helped the group to work harder because the teaching
was delivered on a more personal basis. I will certainly make use of the two rooms again if a
similar situation arises in the future.
In conclusion, I felt that today's session was highly productive, volume could do with a little
improvement, so I will concentrate on this in future sessions. In addition to this, I will try and
make further demands on the kids, because they are easily meeting all of the targets set by
the session plans to a good standard. I will refrain from adding more content, because I feel
that as the rehearsal schedule becomes more and more intense, the pace of learning will begin
to slow down.
Summer School Session Plan - Younger Group -Wednesday
Objectives:
ii) Use vocal harmony on a basic level
iii) Understand the context of "Bop To The Top" in HSM (5 mins)
iv) Perform "Bop To The Top" with a backing track. (30 mins)
Session Plan:
I) Introduction
- Run over topics from previous lessons such as posture and projection
- Ask if people are enjoying the week so far, and if not, why not
- Introduce the focus on using vocal harmony
- Reinforce the importance of the vocal warm up exercises

- "Here Comes Sally" with movement
ii) Use vocal harmony on a basic level (10 mins)
- Introduce the concept of basic vocal harmony

- Ask if anyone has come across it already
- Demonstrate with Lydia a simple example of vocal harmony
- Teach the kids the example by splitting them into groups
- Perform the example piece
iii) Understand the context of "Bop To The Top" in HSM. (5 mins)
- Ask where the song fits in with the rest of the show
- Find out who likes this song
- Run over the message behind the song
- Fill in gaps

- Examine the changes of rhythm and style in the song
- Full run through
- Look at the performance of the song
C) Conclusion

-Q&A
Evaluation:
I found today's session to be less successful that previous sessions, although not disastrous.
The material we were covering deviated from the lesson plan, and due to time constraints set
by the approaching end of week concert, we were forced to go over some previously covered
material as well as learning a new song. We kicked off the lesson with a warm up, which
consisted of the "Here Comes Sally" to which the kids have now put actions, which we find
works fantastically well for building up their enthusiasm as it serves as both a physical and
vocal warm up. The next objective had to be omitted in order to learn the "Wild Cat Cheer"
which became part of an extended warm up. By the middle of the session we were back on
track and learning "Bop to the Top" this material proved slightly more challenging compared
with previous days, however after some work, most major issues had been corrected. I believe
that this piece will become more dance orientated as the week goes on, which takes alot of the
pressure off of the younger group. The atmosphere I thought was slightly more uncomfortable,
the kids seemed to be becoming overly accustomed to myself and Lydia and were taking
advantage of this in order to mess around. To correct this we used more firm tactics to control
behaviour which I felt were very successful, I do however have concerns that their good
behaviour will not last. I think that the kids still enjoy their singing sessions, which is good
because I do not wish to alienate them. I am trying to balance being tougher on misbehaviour
with increased amounts of praise for well behaved members of the group in order to keep
them happy. Increasingly, we have been completely clearing away all the chairs in the room
and getting the kids to fully perform the songs they are learning, which we are finding helps
maintain enthusiasm and interest because the kids can see that the songs they are learning to
sing, fit in with the dances that they have been learning from Cheryl. My main concern at the
end of this session is that certain students do appear to be stepping back from the limelight,
mainly because of restlessness and that certain, more able students are taking centre stage
and leading the group.
In conclusion, to improve on this session, I will be encouraging all members of the group to
participate fully in all future activities, and I will not be allowing anyone to sit back and coast
through the sessions without meeting the standards that are expected of them.
Summer School Session Plan - Older Group - Thursday
Objectives:
ii) Understand how to show character and emotion in a song (10 mins)
iii) Understand the context of "Somebody to Love" in WWRY. (5 mins)
iv) Perform "Somebody To Love" with a backing track. (30 mins)
Session Plan:
I) Introduction

- Run over previous lessons content
- Anecdotes from WWRY last year
- Mention the focus on movement during song
- Reinforce the importance of the vocal warm up exercises

- Run through "Many Men" with dynamics
ii) Understand how to show character and emotion in a song (10 mins)
- Brainstorm different emotions that can be conveyed

- Introduction of the concept of game "I Feel Wonderful"
- Play a round of the game
iii) Understand the context of "Somebody To Love" in WWRY. (5 mins)
- Ask if anyone knows why the song is sung

- Explain the positions of the Teen Queens and Scaramouche in the show
- Explain the usage of the backing vocals
iv) Perform "Somebody To Love" with a backing track. (30 mins)
- Line by line break down of melody

- Split group to work on backing vocals/lead vocals
- Decide on emotions
- Full run through
C) Conclusion
-Q&A
-Thank the group for the week's work
-Introduce the next week's content for anyone who is staying
Evaluation:
I was not happy with my performance in this session, I think I have underestimated exactly
how tiring teaching can be. I came into the session feeling extremely tired and it took a lot of
effort to keep going. The challenging nature of today's song did not help at all. I got the feeling
that kids were switched off by how tired I was. We began the session with our usual warm up
sequence and proceeded to play a game called "I Feel Wonderful" which involved singing the
name of the game with a variety of different emotions I felt this game could have been played
alot better than it was because the younger group of kids also played it, with much more
pleasing results. Overall, we did stick to the lesson plan very well, however due to my
tiredness, the pace of work dropped considerably when we began to work on the song. I took
the two lead girls into base 2 and worked on their solo lines with them. They picked up the
melody and rhythm very quickly although projection was still an issue that needed to be
addressed. All the way through the session I felt very paranoid about whether or not they were
enjoying the song. To attempt to address this, I raised my level of enthusiasm and handed out
more praise than usual but it did not seem to have much of an effect.
At the beginning and ends of the session we recapped everything that we had covered
previously in the week and in my view, it is starting to look like a very slick performance,
projection is now the main issue that needs to be addressed, alongside learning lyrics. On my
part, in the afternoon and tomorrow, I will endeavour to give a final burst of energy, in order
to give the kids some enthusiasm for the final show tomorrow.
Summer School Session Plan - Younger Group -Thursday
Objectives:
ii) Understand the impact of character on singing (10 mins)
iii) Understand the context of "Stick To The Status Quo" in HSM (5 mins)
iv) Perform "Stick To The Status Quo" with a backing track. (30 mins)
Session Plan:
I) Introduction
- Go over content of previous lessons

- Ask who would be interested in performing solo lines
- Organise soloists for later in the session
- Reinforce the importance of warming up

- Explain the relevance of warming up in the professional world
- "Here Comes Sally" with movement and speed changes
ii) Understand the impact of character on singing (10 mins)
- Brainstorm various high school stereotypes

- Introduce the concept of the "I Feel Wonderful" game
- Play a round of the game
iii) Understand the context of "Stick To The Status Quo" in HSM. (5 mins)
- Discuss the message is behind the song, and whether it is positive or negative
- Ask why the song is sung
- Discuss where the song fits into the show
- Discuss the feelings of Sharpay and Ryan at the end of the song
iv) Perform "Stick To The Status Quo" with a backing track. (30 mins)

- Distribute the sections of the songs to different groups
- Practise solo lines

- Put all the parts together
- Full run through
C) Conclusion

-Q&A
Evaluation:
I felt that compared to the previous session, my hour with Group 1 was far better overall, I
realised where I was going wrong in terms of energy levels, and made a direct effort to give
my enthusiasm a boost in order to get a good rate of work from the kids whilst looking at this
particularly challenging song. We opened the session with our physical warmup sequence and
then moved on to our song "Here Comes Sally" which we tried, first at normal speed and then
getting faster and faster. This really got the kids ready to perform in my opinion as it got their
energy and enthusiasm levels up right from the start. However things took a turn for the
worse due to the last minute changes made to the program causing alot of disruption. Energy
levels quickly dropped and bad behaviour started to become a problem. We then very quickly
moved into the "I Feel Wonderful" game, which i found to be very successful with the kids, as
it helped them to understand the concept of acting and singing at the same time. When we
moved onto the song, we split up the group into the 3 "cliques" required by the script and
allocated solo lines to strong performers. Once we began to rehearse the song, progress again
was very slow. The atmosphere in the room was very restless, and we were having real
difficulties controlling the kids. I have a very strong feeling that this song will be cut from the
final show. The piece is probably too advance for kids of this age group and i think it may well
have been a mistake to try and teach them it. In terms of teaching performance, I believe that
myself and Lydia both performed well technically, when we were directly coaching the kids,
however my downfall, I think, was the fact that I needed to repeatedly consult the plan for the
lesson and with Lydia.
My goals for future sessions with this group will be to control behaviour, and make sure that
there is no dead time where the kids are inactive, as this is when they become restless and
unruly. Next week, I will make sure that prior to all teaching sessions, I have a very clear idea
of what the group is going to be focusing on, and stick to this like glue. Despite today's
session, I think that tomorrow's performance will be of a high standard, and I hope that all the
kids will have enjoyed their week at the summer school.
Summer School Session Plan - Group 1 - Monday (Week 2)
Topics:
Technical Skill : Posture

Song: Yellow Brick Road
Objectives:
ii) Demonstrate correct posture (10 mins)
iii) Understand the context of "Yellow Brick Road" and "Ding Dong" (5 mins)
iv) Perform "Yellow Brick Road" and "Ding Dong" with a backing track. (30 mins)
Session Plan:
I) Introduction
- Talk about past experiences with musical theatre
- Name and favourite colour game to learn names

- (Lydia)
- Humming
- Vowel Exercises
- Here Comes Sally
ii) Demonstrate correct posture. (10 mins)
- (Jamie)
- Demonstrate good and bad posture
- Ask for demonstration by the kids
iii) Understand the context of "Yellow Brick Road" and "Ding Dong" in The Wizard Of
Oz. (5 mins)
- Explain that the Wizard Of Oz is one of the sources for the weeks music
- Give basic facts
- Ask who knows the story, (if possible, ask a student to explain to group)
- Fill in gaps
- Play the Song
- (Jamie + Lydia)
- Line by line or verse by verse break down of melody
- Full run through
C) Conclusion

Evaluation:
I was very disappointed by our first session with the younger kids, mainly for the reason that I
felt I was unable to give them a good level of coaching. The age range of the children was very
young, averaging at about 6 or 7. Combined with the fact that there was only six kid's, i felt I
was somewhat unprepared for the problems that this presented. We had a clear lesson plan
worked out, as you can see above. We completed all the objectives that we set ourselves in a
reasonably short space of time, leaving a lots of time at the end for rehearsing. After this
session I am very uncertain of the material that we will be teaching the kids this week. I feel
that songs like "Ding Dong" are suitable songs for the kids to be singing, however they were
really struggling with the words to "Yellow Brick Road" so I will make memorizing them, a
focus of future lessons, because I really feel that with a little bit of work, they could master the
lyrics. This does however, jeopardize future lesson plans, and I will have to amend these with
help from Lydia in order to make sure the quality of the work is high enough to present to
parents. The low age of most of the students meant that they were fairly uninformed and
hence unenthusiastic about the material that we were covering. I felt that I had to push my
energy levels further over the course of the lesson in order to hold the interest of the students,
this in my opinion was reasonably successful. The atmosphere in the room was a little too
relaxed amongst the kids, they were becoming very easily distracted by posters on the walls
and also by water bottles. To correct this I am going to move the group into the centre of the
room, away from chairs and water bottles and also be slightly stricter when it comes to
misbehaviour. Problems with behaviour last week witht the younger kids were also overcome in
this way.
In conclusion, I am very unsure of the amount of planned material that we will be able to get
through in the time that we have this week. As such, I will be amending all the lesson plans for
this group in order to focus in on the Wizard of Oz material for the end of week show. I have
identified my stars for the week, and these are Chloe and Alicia, becuase they seem
particularly focused and keen compared to the rest of the group.
Summer School Session Plan - Group 2 - Monday (Week 1)
Topics:
Technical Skill : Good posture

Song: Popular (Girls) / Dancing Through Life (Boys)
Objectives:
ii) Demonstrate good posture. (10 mins)
iii) Understand the context of "Popular" and "Dancing Through Life" in Wicked
mins)
iv) Perform "Popular" and "Dancing Through Life" with a backing track. (30 mins)
Session Plan:
(5
I) Introduction
- Talk about past experiences with musical theatre
- Introduce the day's songs
- Name and favourite song game to learn names
- (Jamie)
- Ask if anyone knows why it is important to warm up the voice before singing
- (Lydia)
- Many Men song
ii) Demonstrate good posture. (10 mins)
- (Jamie)
- Introduce the concept of good posture
- Ask for demonstration by kids
iii) Understand the context of the songs in Wicked. (5 mins)
- (Jamie)
- Explain that sources for the weeks music
- Give basic facts
- Fill in gaps
- (Lydia)
- Play the Song
iv) Perform "Popular" and "Dancing Through Life" with a backing track. (30 mins)
- (Jamie + Lydia)
- Introduce dynamics
- Decide on emotions
- Full run through
C) Conclusion

-Q&A
Evaluation:
I found today's session to be reasonably successful, considering it was the first session with a
new group of kids. The average age of the kids is up from last week, levelling out at closer to
14. This includes a 16 year old male student, who at first I was unsure about coaching,
however as the session progressed, I found he was very receptive to the training we were
offering. We started the session with a quick name game, mainly for the benefit of myself and
Lydia, this was a reasonable success, mainly because mistakes in playing the game created
laughter which eased the tension in the room. Unfortunately, Lydia's phone went off during the
session, however i felt that we dealt with this in a professional manner, so the kids could see
that they were not permitted to use a phone in the lesson. Then we followed on with a warm
up song, which was the "Many Men" song from last week which got everybody singing. When
we were teaching, I again adopted a very enthusiastic approach to the teaching, which I felt
helped in making the kids want to sing. When we moved on to introducing Wicked and The
Wizard of Oz, I felt we hit a low point in the lesson. With Lydia being too ill to concentrate
properly and myself not having seen Wicked, the explanation of the plot in my opinion was
slightly vague. We stuck to our lesson plan more or less completely which proved to be very
successful. I think the decision to split the group and focus on two songs was a very good one
because it meant that we could work with the groups on a more personal level and maintain a
good rate of work without having to control behaviour too strictly. I felt my pace of teaching
was appropriate for the group because we progressed through all of "Dancing Through Life"
and managed to recap the song several times before the end of the lesson, hopefully aiding
the group in committing the songs to memory. I tried to keep the atmosphere in the session
very relaxed and I felt that a friendly approach was helping to win the kids over. My only
concern would be to watch the behaviour of some of the older girls, as they did tend to get a
bit chatty and I feel I may need to be a bit more firm with them in order to get them working
hard.
Over the course of the lesson I identified a few key people who I think will be able to help lead
the group, these are Beth V, Amy D, Ben C, Kristian, and Vanessa G. I chose Vanessa because
I feel that she has some potential, if she can overcome her problem with shyness, all the
others stood out to me because they were giving outstanding performances over the course of
the day. Overall I think this was a successful first session and I hope that the strong standard
of work will continue into the rest of the week.
Summer School Session Plan - Group 2 - Tuesday (Week 2)
Topics:
Technical Skill : Breath Control

Song: If I Only Had A Brain
Objectives:
ii) Learn how to breathe properly when singing (10 mins)
iii) Rehearse material from the previous day (5 mins)
iv) Learn and perform "If I Only Had A Brain" (30 mins)
Session Plan:
I) Introduction
- Introduce the day's song and technique

- (Lydia)
- Here Comes Sally with movement
- (Jamie)
iii) Understand the context of "If I Only Had A Brain" in The Wizard Of Oz. (5 mins)
- Give basic facts
- Fill in gaps
- Play the Song
iv) Perform "If I Only Had A Brain" with a backing track. (30 mins)
- (Jamie + Lydia)
- Full run through
C) Conclusion

Evaluation:
As this was only our second session this week, the group still come across as a bit shy, they
are sometimes quite reserved when performing and are reluctant to step forward in front of
the group. There were times during this session when they did step forward and forget their
inhibitions and when this happened the energy in the room lifted significantly. I found that
during this sessions, most of the energy had to come from myself and from Lydia in order to
make sure that the session wasnt completely flat. I do get the impression at times whilst
teaching the younger group that myself and Lydia tend to be entertaining the group rather
than actually teaching them anything, but I feel as though as the week goes on and the group
feel more comfortable getting involved with activities that they will be more receptive to the
ideas that we are trying to show them.
As a teacher today I felt myself getting slightly exasperated at times, and I felt towards the
end of the session my energy and enthusiasm were starting to flag a little bit and that the
group reflected my energy levels by becoming even quieter. I find that when I start to lose
enthusiasm, Lydia has to work twice as hard to make up for it. This is something that I will
definitely have to work on in future sessions because it really does spoil the mood in the room
when I start to run out of patience. I think I need to remember that the kids are significantly
younger than the other group and that it will take a lot more input and energy from me in
order to keep them motivated.
Summer School Session Plan - Group 1 - Wednesday (Week 2)
Topics:
Technical Skill: Posture

Song: Yellow Brick Road
Objectives:
iii) Rehearse material from the previous day (5 mins)
iv) Learn and perform "Yellow Brick Road" and Ding Dong (30 mins)
Session Plan:
I) Introduction
- Introduce the day's song and technique

- (Lydia)
- Here Comes Sally with movement
- (Jamie)
- Introduce the idea of correct posture
iii) Understand the context of "Yellow Brick Road" and "Ding Dong" in The Wizard Of
Oz. (5 mins)
- Give fac
- Fill in gaps
- Play the Song
- (Jamie + Lydia)
- Full run through
C) Conclusion

Evaluation:
I felt that this session was one of our most successful ones, I felt that the group responded
well to all the tasks that we set them and they understood the importance of the technique
that we were learning. I felt that they were able to understand why it was they were learning
to have good posture when singing and this gave them a reason to go along with the lesson.
In terms of my own performance during this session I felt as though I was trying my best to
make eye contact with the group and convey as much enthusiasm as possible for the source
material. I feel as though the group are becoming a bit more comfortable performing in front
of me even if they are more comfortable performing for Lydia. This to me suggests that I need
to come across as more friendly and approachable during the lessons to make the group see
that I wont be excessively critical and that I will support them during the lessons as much as
is possible.
The group are also starting to get excited about the performance at the end of the week. They
have seen the work that the older group have been doing and I think that this has got them
thinking about their own performances. The group are also starting to come out of their shells
a little bit more and are getting on with each other in the lessons. I will have to make sure that
this does not mean that the lessons will be disrupted by talking and running around, but also
make sure that the group are okay when working with each other.
My targets for the next session with this group are to make sure that I come across in a
friendly manner, but also maintain discipline within the group. I think that by finding the right
balance between being approachable and strict.
Summer School Session Plan - Younger Group - Tuesday
Objectives:
ii) Have correct posture (10 mins)
iii) Understand the context of "Bop To The Top" in HSM (5 mins)
Session Plan:
I) Introduction
- Go over the previous lessons content

- Introduce "Bop To The Top" as the day's song
- Describe the musical style of the song
- Introduce the other focuses of the lesson
- Ask who remembers the importance of warming up

- Reiterate the importance of the vocal warm up exercises
- Introduce and demonstrate any new exercises
- Run through selected exercises
ii) Have correct posture (10 mins)
- Introduce correct posture

- Ask why it is important
- Demonstrate good and bad posture and ask kids to spot the difference
- Ask kids to mimic good posture
- Correct each member of the group
iii) Understand the context of "Bop To The Top" in HSM. (5 mins)
- Ask who the characters are that sing this song

- Introduce the concept of harmony
- Ask for the context of the song, and the meaning behind it
- Fill in gaps

- Split group into two, and introduce harmonies if possible
- Encourage kids to act to the audience, using good posture
- Bring kids together and practice timings
- Full run through
C) Conclusion

-Q&A
Evaluation
In todays session I thought that some of the younger group started to come out of their shells
a little more, I felt as though they had gotten over the initial shyness that they displayed in the
in first session and were coming across as a lot more ready to learn and work together. The
group are definitely enthusiastic about the source material and all of them are extremely eager
to learn the songs properly. One thing that seems to get them excited is seeing myself and
Lydia demonstrate songs to them, I think that by hearing the songs being performed properly,
they want to emulate what they hear.
I am still getting used to teaching younger students and I still find it hard to know exactly how
simply I need to explain ideas to them. Some of the students seem to be ok with more
complicated tasks, whereas other students find it difficult to follow even basic ones. I think
that this is mostly to do with the fact that some of them are used to performing and learning
songs from attending TAPA sessions, whereas some of the group are not used to performing at
all and are finding it quite difficult to get used to the process of learning a song properly,
rather than just singing along with a recording. Again, this is something that I will have to
work on with the group, and focus on bringing them all to a similar ability level so that they
can develop as students and as performers.
I am also unsure about how much eye contact to make with the group, I have been
encouraged to make as much eye contact as possible, but I find it hard at times to maintain
eye contact without feeling as though I am talking down to the group and coming across as
overly critical of them. I think that one of the key things that I will have to work on with this
group as the week goes on will be making myself seem warm and approachable, as I feel that
the children will respond better to the sessions if they feel as though they can open up and
perform in front of both of their teachers.
Unit 2.1.2.5
Group Activity Description
Here Comes Sally
Here comes Sally is a game which we used as a warm up throughout the two weeks of the
Summer School. It is based around the song Here Comes Sally the group learn the lyrics of
the song during the first session as well as a set of basic actions to be performed with it. The
actions include stepping in and out of the circle and clapping. The activity is aimed at children
aged 8 or under and appeals to them as it is extremely simple to pick up and because of the
repetition in the song.
The idea of the activity is to get the group warmed up vocally with the simple and
unchallenging melody, as well as allowing flexibility when it comes to playing around with the
song to work on different aspects of singing. The singing game can be played with the melody
raised up and down and sung faster and faster, with the movements and actions becoming
more energetic with the tempo of the song. The younger children definitely benefit at the start
of a morning session from getting into the spirit of dancing and singing energetically and it can
serve to wake them up and get them ready for more challenging material.
During the two weeks of sessions we also performed the song in front of the parents of the
group to demonstrate what we had been using as a warm up. This also allowed the group to
feel very comfortable in front of an audience because they can really let go of themselves and
perform without worrying about how well they are doing. It also gives the parents a chance to
see how much fun we have been having over the course of the two weeks.
The Little Green Frog
The little green frog is another singing activity that we used as a warm up with both the older
and younger groups over the course of the two weeks. The song is again a very simple tune
with very simple words. The purpose of this song however is to get the group to link actions
with the words that they are singing on a very simple level. The songs lyrics contain the words
clap little and green the group are expected to clap, bend their knees and point to
something green when they come to these words. The chorus section also features other
simple actions relating to the words of the song.
We begin by performing the song quite slowly, and allowing the group to get used to the words
and the actions together. We can then test their knowledge of the song by gradually increasing
the tempo of the song until people start to slip up.
The song is useful as it allows the group to get used to singing and moving at the same time,
as well as getting them used to learning words and actions and committing them to memory,
as when the song is performed at a faster tempo, it becomes challenging to remember the
actions and words on the fly. The song can then be adapted further by changing the pitch up
and down to warm up different parts of the groups voices and then by introducing new ideas
and lyrics.
One of the variations which we used over the two weeks with the groups was introducing
accent variations, for the older group it was more about practicing diction and learning a little
about new accents, but for the younger half of the group the variations were just a good
chance to have some fun and laugh at themselves when singing in funny accents.
Unit 2.1.2.6
Session
1
Objective 1
Introduce the focus
work for the next 10

weeks Blood
Brothers Medley
Explain why the work
will help them as
singers because of
its use of backing
vocals and harmony.
Ask who is familiar
with the story of
Blood Brothers.
Explain the idea of
the medley.
Objective 2
Begin by playing a
recording of a
performance of the
medley, making sure
to point out the
different sections, as
these will be used to
break up each
sessions content.
Explain that we are
going to be learning
a section a day and
then working on
putting it all
together.
Objective 3
Introduce the group
to the idea of
different people
singing different
notes at the same
time.
Using a simple warm
up song or scales,
ask the group to split
in two, one half of
the group will sing
the tune and the
other will sing it
raised or lowered by
different intervals.
Reverse the groups
to allow everyone to
have a chance to
practice singing in
harmony.
Objective 4
Ask what everyone
has learned during

the session.
Find out who found
the exercise hard
and who found it
easy.
Ask the people who
found it hard to
practice singing
along to songs
deliberately out of
tune to get used to
not following what
everyone else is
singing.
Mention that in the
next session we
would be working on
the choral opening of
the Blood Brothers
medley.
Session
Objective 1
Objective 2
Begin with a brief
Beginning with the
physical warm up to
get everyone woken
up and ready to
work.
Use various choral
singing exercises as
a warm up such as
asking everyone to
sing a note of their
choice and then
listen to the note
that the person next
to them is singing
and try and match it
until everyone is
singing the same
note.
Begin the session by

using some of the
vocal warm ups
discussed in the
previous sessions.
intro section, start to

teach the group the
piece line by line.
Do not assume that
the group are able to
sight read the piece.
Depending on the
number of copies of
the piece available,
it might be possible
to share out copies
of the piece for the
students to follow.
Start the session by
running through the

introduction section
from last week.
Move onto going
through the We
went dancing
section up to the
start of the Indians
section.
As with last week,
just go through and
bash the notes out,
due to the range of
abilities in the group.
Objective 3
If possible, ask the
students to sing the

piece whilst following
the music, in order
to give them some
idea of how the
notes on the page
relate to the notes
that they are
singing.
Run through the We

went dancing
section on its own
and make sure
everything is
sounding as good as
possible.
Objective 4
Run through the
introduction
sections, making
sure that all of the
harmonies are
sounding correctly.
Tell the group that
the skills that we
are learning will be
especially useful for
harmonies in
musical theatre
pieces, but that the
skills we are
learning also relate
to other styles of
music, such as
choral singing and
barbershop.
Run through all of

the piece so far.
If time allows,
discuss the emotions

involved in the
sections that we
have learned so far
and how they fit in
with the overall plot
of the piece.
Ask the group to
think about the
emotions between
now and the next
session.
Session
4
Objective 1
Use the usual vocal
warm ups to get the

group ready to sing.
Introduce some
more physical warm
ups and use these to
explain the
importance of using
the body correctly
when singing.
Remind the students
of the work that was
done during the
summer school on
posture and explain
that it was just a
basic introduction to
using the body to
sing correctly.
Warm the group up
physically and
vocally.
Use the I feel
wonderful game to
get them thinking
about aspects of
performance and
singing that are
related to emotion.
See the materials
project for a
description of this
activity.
Objective 2
Use some of the
exercises described
in earlier sessions
plans for Ellie, such
as the running and
jumping exercise, as
a fun way of
practicing vocal
control whilst
moving.
Talk a little about
Alexander technique
and mention that we
will be looking some
more of that in a
later session.
In this session focus
on the section from

the end of the
Cowboys and
Indians section
through the whole
Bright new Day
section.
Run through this and
the Im not saying a
word section as a
primer for next
weeks section as this
is one of the more
challenging pieces of
harmony to learn.
Objective 3
Objective 4
Use the rest of the
If there is enough
session to work on
the Cowboys and
Indians section.
Its ok to spend less
time on this section
because most of it is
sung in unison rather
than close harmony.
At the end of this,
remind the group
that in this section
they are all singing
in the characters of
small kids and to
sing in an
appropriate way.
Finish the session
with a run through of

everything so far.
If theres enough
time, run through
the piece so far and
focus on the
emotions of the
piece.
Its important to
remind the group to
start working on
memorising
everything weve
learned. (if possible)
time, do a quick run

through of
everything so far.
Make sure that the
group get a lot of
positive feedback as
it is important that
they are able to
remain enthusiastic
over the rest of the
sessions. This is
quite a long piece so
it will be quite hard
to stop the group
getting bored with it.
Session
6
Objective 1
Warm up as per
usual
Objective 2
Run through all the
As the group which
emotions we have
gone through in the
sections of the
material that we
have learned
already.
piece so far, working

on any sections that
are sounding at all
messy.
See how far we can
get through the the
piece without the
music in front of
people.
Objective 3
Finish off the Im
not saying a word

section Making sure
that all of the
timings of entries
are correct.
If the students are
having trouble with
counting out entries
and so forth, ask
them to split into
two groups, one half
will count out loud,
the other will sing.
Reverse the roles of
the two groups then
get everyone to sing,
asking them to count
in their heads whilst
singing.
Objective 4
Run through the
whole piece from

start to finish.
Making a note of
anything that needs
to be worked on next
week.
Session
7
Objective 1
Warm up the group
and run through

everything that we
have learned so far.
Work on any messy
sections very briefly
because we will need
to spend a lot of
time working on the
next section of the
song.
Objective 2
Starting by teaching
the lyrics just as

words set to rhythm,
go through the Take
a letter Miss Jones
section.
Explain that this
section is difficult to
get right because of
the speed that the
words are sung, and
that it is extremely
important that the
audience are able to
hear every syllable.
If time permits, use
some exercises such
as tongue twisters in
order to work on
diction.
Once the words are
in place, teach the
group each of the
melodies to the four
parts, which are all
fairly simple.
Objective 3
With the Miss
Jones section
completed, move
onto Living on the
Never Never This
section should be
somewhat easier as
the harmony and
interplay between
each of the parts is a
lot less complex.
Run through the two
sections together in
order to make sure
that the slightly
abrupt transition
between the two
sections is as
smooth and natural
as possible.
If the group are
having trouble with
this, ask them to
sing the Miss Jones
section at the same
tempo as the Never
Never section,
blending the two
together as smoothly
as possible.
Objective 4
If time permits, run
through the whole

medley so far.
At the end of the
session, thank the
group for all of their
hard work and
remind them that
although it might
feel like weve been
working on this for
ages, we are almost
at the end of it and
its sounding
excellent.
Session
8
Objective 1
Spend longer
warming up than the

previous session
unless the work set
last week was not
completed.
Objective 2
Start with a brief
warm up, and tell

the group that with
any luck we should
be getting to the
end of the piece in
this session.
Ask them all to
work as hard as
they can because
were so close to
the end of the 10
weeks and its
already sounding
fantastic.
Objective 4
If we managed to
Learn the Mad Man
Again if time permits
Objective 3
get through all of

last weeks work then
skip this objective.
If not then focus on
finishing off the
Never Never and
Miss Jones
sections, its really
important that we
get this section
really slick.
Make sure at least
half an hour of the
lesson remains, as
we also need to
make sure we dont
fall too far behind.
Rather than
beginning with a
warm up,
concentrate on
getting the final
section learned as
quickly as possible.
Because the finale is
fairly simple, just
make sure that its
learned roughly.
section of the piece,

which is relatively
easy to learn.
Once the notes and
words are more or
less in place ask the
group to think about
the feeling behind
this section. Its too
easy to just sing this
section nicely and
forget about the real
feeling that
everything is
spiraling out of
control.
Run through the
entire piece, re
learning any sections
that arent very well
known.
Sit down and discuss
each of the sections
in terms of the
emotional content
and the feelings
behind them.
run through
everything we have
learned.
Point out that by the
end of the next
session we will have
learned everything
that needs to be
learned.
Again thank the
group for all of their
hard work.
Do one more run
through before the

end of the session
and explain that next
week we will be
trying a full run
through and working
on the piece as a
whole.
Session
10
Objective 1
Warm the group up

as normal.
Objective 2
Start of with a
Work through each
Follow the warm up
with a short pep

talk, mentioning that
we are so close to
having an absolutely
fantastic
performance on our
hands and all its
going to take from
the group will be one
more session of
really hard work.
Objective 3
complete run
through of the piece,
with the piano
accompaniment.
Make note of any
areas which are
weak or could be
easily improved.
Things to look out
for will be making
sure that all of the
harmonies are
correct and peoples
entries are in the
right places.
of the notes,
beginning with the
more serious
problems.
Once all of the issues
have been cleared
up discuss with the
class how they will
be seated or
positioned during the
performance.
Remind the group to
engage with the
audience and the
music as much as
they can.
Objective 4
Do one final run
through of the
performance,
correcting any
mistake at the end if
necessary.
Thank the group for
all of their hard work
over the past 10
sessions and tell
them how fantastic
the piece is looking.
Expected Outcomes
I would hope that at the end of the 10 sessions the group would come away feeling as though they had a decent grounding in close harmony
singing. For many members of the group it will have been their first experience with this style of singing and the associated challenges that it
poses. I would hope for the more experienced members of the group, that this session would improve their skills and give them more
confidence when tackling similar pieces in the future. I would also hope that the general musicianship skills of the students would be improved
by this focused work which involves listening to the rest of the group and working together to produce something better than the sum of its
parts.
Unit 2.2.1
Materials Project
I Feel Wonderful (Acting and Singing Game)
I feel wonderful is an activity that I devised for use with both of the groups that I taught, the
purpose of the activity is to encourage the students to show emotion in their voices when
singing and acting without just stating the emotion in the script. The reason I came up with
this activity was because I felt that when the students acted, they were relying on the words in
the script, or the lyrics of a song to convey the emotions held within that song rather than
using acting techniques to show emotions.
The way the activity works is as follows, the students learn the phrase I feel wonderful to the
tune of a C major arpeggio, (C, E, G, E, C) and sing it back as they would normally. As the
students are too young to have any musical understanding of why a major arpeggio sounds
positive, when asked how they know that the person singing feels wonderful, they answer
because he said so. This gives me the chance to point out the importance of showing
emotion using a variety of vocal techniques.
Next we ask the students to sing the phrase again, but to make it sound sad. With older
students it is possible to explain to them the value of juxtaposing emotion and words to show
the difference that vocal technique can make to a performance. With younger students it is
perfectly fine to show this off as a fun little activity.
Once the students have worked out how to sing the phrase to show off a variety of different
emotions, it can be converted into a challenge. One student sings the phrase in a certain way
and the other students must guess the intended emotion. This allows the students to practice
using the different emotions as well as picking up on the aspects of other peoples
performances that give away the intended emotion.
Once the students are used to this exercise, normally on a different day, the exercise can be
used in a warm up, moving the arpeggio up and down the scale to get the different parts of
the voice warmed up. Once this is done, a minor arpeggio can be used e.g (C, Eb, G, Eb, C) to
make the game more challenging. The students now have to contrast the words of the song,
with the melody of the song, with the emotions that they are putting into the performance.
When we tried out the activity with the two groups at the summer school they both reacted to
it in a very positive manner. The younger group really got into the spirit of the activity and
gave it their all. The more dramatic members of the group enjoyed the opportunity to do some
over the top acting. Even when they werent singing, the group enjoyed being entertained by
the antics of the other members.
The older group on the other hand viewed the game in a more serious way, they used it as a
chance to put many subtle emotions into the way they performed in such a way that would
really show off their ability to sing and act. I found that in this respect the game was more
successful than I had hoped. It also allowed the students to really work on something serious
and complex without having to go off and do much study. There were several occasions whilst
trying out the activity in which people tried to go for one particular emotion and came out with
something completely different, often in quite a humorous fashion.
Unit 2.2.2
Materials Project
Creating characters through song
Creating characters through song is an activity which I devised which allows a student to get
into the mind set of a character by looking at the lyrics of a song that they perform as a
particular character. I used this activity with Eleanor as part of the preparation for her Grade 6
exam, and I found that it really helped with the development of characters that she was less
familiar with i.e Captain Hook.
The activity requires that the student has a hard copy of the lyrics that they can write on. To
get things started, I pick out a particular lyric in a song which reveals a detail about a
particular characters personality, and then describe roughly how the line could be performed to
show this personality trait.
The next step of the exercise requires the student to go through all the lyrics of the song,
picking out details about the character from as many lines as possible. We then go through all
the lines of the song and work out a profile for the character on a separate sheet of paper. This
profile can then be used as a reference for when the student is playing the character in other
parts of the song.
As a further extension of the exercise, I brought the student some lyrics and dialogue from a
more complex character and asked her to create a profile from these. The fact that this
character was much more complex meant that subtle details about him were more obvious.
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b/,r.:>
fac-a--'o
^1<-
-f rzx'c-t
- \*-1J-a^'r
.1:,frr
of J ct-*-*f
?:::**:::3'
ri*l vt*!'
lc.---o^^4s.-ct1-q--a--ls(s* - Jo-.,
tD pc^ss oul l"$ i ovv sfu-Lr-+:s
,of*nt:
h:-^^-1
--l-1,
hê-cc-^rSc- y o c+-/..c a\*
P"e=ffr5:\,!__qJ- -
fl*r
Use of recap
..,1
'*T
fYP j,*
n^;
-*
o
r
n'o' ts
('-la_r.___)
r\_ i._o__A c.l_ 1 a.r
af r.^Fcrz^-*-t c^pc,c-c-ei !h
ovt=*'-t |,s' *=f L'JL-,'tr-J utr"op
v'-^-1
Clarity of explanations Past,

Use of
1o--t*1,
poitr-:v-a-- (ufo
"4-,+<-1>t^-rt--e--J
& summary
r^rQ-- <g r^ ce--!--L*a--l'-c-J e)t-
Yf-a.--{-
$F*
2>
'
b tze---N- Ca"'-'\--= | '
a a--, li -,t."-',J A-
Ve^1 vs-F f +tN'
bl rl s
F''atn'Jj
tp \
,J
a^--al
l-S
.f
f)e.-r --.at*s l-va\Ac--
ps<- of
Signposting
Level of participation of
Se
- (JJ -
c}..i.-*
C-a
L-1 r-t..s
-i\--4- q v<r:.lP 6\zsn-u-"-,aL-o--+ "

ctt
t
1 C^) , {r:--^s'L1 }t 4-^^-S'\^-/-JLI- d
t!-\ - h;-o-^f olou-e-
ol dr*r
a-: rlr--
u*Fu-zt---lcl\o-
Response to studentst questions
l\--^-'1 \-Lt^J
^ {-)q qs'-4-Ls.-.f
{q-P$sl--cr--.|;
students FJLL..' I \^^, d\^J-4-.J 4-'^"*-F'"*\J

d!1
hD 1"''--r--afro\^ s
r-a---4
P-
Questioningtechnique pL"^-&-1
re--a*\
1r
r.---t a1-\.,t.-t
Po
Emphasis of key Pqints
<li-a t-
So-lt
F d$.r post'l--<'c,a',|.sJ - s-e'otsc.t-e--G.-b
r/,4--4po\^:---4
r'-oL F"tr c,-J
<-o oJ-L-
t-:9
Attempts to get students thinking
s As f-'u-1 t^-ol- h.*t

l\--.--* to *rr:1 c-, th-o;i* \ * .0'-:""
Assessment of learning 81 a-a b-r;3
e+--4.+
<-4\:
l-.- ot5-c=.^.,a- - $., ,^ô'v4-- of Tt-g " T;o.'!u bq- o'f,-;*d
.5F*
1-.-4
3^ o
t-o
c1-u; ot:.a.
a.t'-er T\-e- -sa--,*-- S-c-c-Lra-- Ltu-d:l

6teachern
Level of approachability of
Use of
<^-/3- t^-fFJ
E*o*^-1 -1
1j-c (t^ \^' c\-1

'1"'"^==L
.S po t I
fl o'*" cf S_c-a s' i a-
AVAs R> l\ us-e- r--rl^rf.e- - b* I
-F
Timing
A,-
V^-J
d-^)
"'^--A----e-t;=l
l'^t'l^'d '-1
r^: L--< L'e
Appropriate
q=^jY
*'"--trî *'\- \^1
t---'r'-#o^tL1a_av<''Y rr- s -Q"e' L--L-*' P
conclusion
-<' h.J
ct ---'t-s lt
'- P-^8
q 'r'-lP
t::*-1
'
\9 D.{.-+$-\^^ 4-._z\v--r'- }\e

,.i u o.:-c- zJ . frr \ow-s
L-g-^rc. hs 10
cs-
Achievement of objectives
1a-4 -
boF
e6'k-r
Cew*
.p-e.,zr- lô Sc*]
il=1
Points for consideration
ac
, T
t ^-a.-as\vrl- poi-l^-hr-J
I-k
'*
\c*>
u---c,,b oi-t---,
t\^f,/.r-as-o-J
1 crurz L..-^/.-el <.t -S lC^ lt o,*--6 a_L-1
*-1So TL--- a-a--a*rr--t cf -r-pfrzn-i gl c^j P .t,t r\--1'*[',;b
1>_crF-ar-.*ezr L-tN---r.observed by: L
\ o-..? !--s< s i or--s . t-t -'
Date
rv_
)__-tr
a,,.s-- f-F--'13 \-r--
t{
J-b
"
C-.-r^-i"\ b-11*
Date
3otr- 6:"b
)----<>F
Name
b --'*tsc-*
tG== T --1d-,d ^-*;

\ tl
r
Identification of suitable
c-r i*r's,t-
material
C-e-
l'\rJo'^l
o-- r1"-* L-'rttclcg-lo selection of related 'must kngws' (

p t+.----J '
L-, r--c-{- ,--,a-. }
I "--{ r*f f"*
v-rnr-l- 6tc \-4- , L
o Writing of sound objectives/outcome{
J
o structureorsession
r
Choice and manuf;acfure of
Teaching
AVAs
,^, cr--bal
a*
l:=='=.]|ffi.H*T\4oE
J a -'
bo-e'tr- t'\s
S ---45slo'- t-
environment +3 staoJ
t tG-'t^---J
pr.e;u.-SS'--J
u*-O-I\
Lesson
. .s-e,a (vr.* uP 1-*v(^-
Introduction:
\, i
r Arousalof interest ) d*
o Settingthescene { O*-t rca) t*'\r3-'+o-Jtr Stating the outcomesj T\.-- t p c1 t- [ ' fa--t
Voice:
r Rhvthm\
. Voium" { =,--.- r- a*t\
e pace )
Speed of delivery
Eyeconract
a.^t
^-,.ei.s att'.-
'r4Qt
Use of illustration:
Examples
^,.a
a'-tcls ls
t+\'4o'-l-\tc-\o"fr T\-*
a---t
rit*'t;t
=Jot* t,
ca-lctr'ro-
'
w-a-4p.e-cJ3
.
Tr-e.l- P$1
oi- ---?*:\:*^
=;a;";frJ;
''a-a:'\'H E*l*i'5?
q.e--tl--..'1 Vefusy**;-.
ctarity of explana*toor
1^-?\"\\
-iL_4-
,.r.r;
F..-o- \el-*
.o_ c_\s--pz
) Da-"^--*-^--sh/+-bcu ,-'(a--a vr*1

-{F--'\-^.,aq
: ffifi, J
Projection of self
$.\ a*A
/1q3ser.i;-'rwc- b.rb. ptff

to a.--._aE Tr--a- q-*,ps u.-uY*
e:>a,c;|:-r..-1 r-r-3 t-- - i^--o'-h4-
Use of recap
& summary
f--rr.
-14^-: e'\'/9 v-s3l-'.=:--t ltos t\'-*nl-l
i..',t' . ba-Fe-'eL;F:^-
'1
- -l* a-)
' v*a*.s'r"-t
-s Ps-*-C
R"-
Signposting
V--1,\-4-
I
I
Emphasis of key Points
Level of particiPation of studen ts
tr2
t\ par+r c--po\_t\c---
Questioning technique'
Response to students' questions
f1.e,
Attempts to get students thinking

Assessment of learning
Level of approachability of
Use of AVAs
'teacher' e**n+o*
[--1 . .s
r.:<-oJ
Timing "b-P & c-Le-c,Y- c-Y $rt^---eY

Appropriate conclusion
W-tL f\--*
l-'e ia--st
u *bA
r&*dl&--Q&i
a--e^-a1"o-d
Cat-J
t^-a-s*a-*f
f-^-- da-4i t1 o.-' co^*rc{ !r-a-q

1c^-, 3oV, *
[avo- " 83 ]"s f1g- -fZp'. t^'r1"""1 tra* fvzc*4 c1 ia;;.-
Achievementofobjectives
d-o
<^.e-
n:*1
E **- ,t
lE T\-cl'asli.-
*o4*1
L-TI=J
.^, l\-
\-e-
P *J*:"
1 cJ
\--o-4/-4-
!^â'rc!a-
L!-. 3
PLo, -*
\a>
a-/L
aLci=3
fit-, f\-.-
F1-sf-'zst a*--4-,L-t--1 e---et
"Sirsat
a'/3-
*t*
e--f5
Conclusion
r^rar
: h^., ta-.f-e- :La4/- ) O-Vt<h\-Et - !'s CcrL^tq^/-r- t*-4rlo lt!- Pr^4
-t
S- sto--g
Tr-:'r3L
1ot.:i d-/g- '-^;t k-4*f
{.-e-aSra-3 ' e. {a-
r''- \o- ^<i--tt b,a- e\ Po=.*:

t*=
Observed b-v: L_ L1t L_l.^-..r aDate
t*
-_
jo
R-
-,
t- ccrÂ;'-tu]fa- (rtltfl
<J
Lesson Obselvation Record
-: ^tf"
ft, L-1
,j
Date 3 | s {:
Name L1 cL-*- i}, .*r,
c,l s
tf,ort
c- :l.
Planniag & Preparation:
ldentification of suittble mcterial
a* J
Selection
of relad'must howso
tLrz,c-t
ic-
lr+r c;n;r
S^-:f-;j*
t\.-"r\,^spi*'g-
Writing of sound
i*'<j'*c'*-,l-'g:
*rL.(J--
',
** -*-+t P.-s--
Structure ofsession
1>

,\,i it
Teaching
envinnment ,1*s
st:srl
Lesson
Introductiol:
o Arousel of interst -i\--a 1 "-?-P I c'v q \ Cv r- L*afg. cL'*-.-"1 i C"'-\-"l-l

H J!/L^
- -l)
r Setting the scene
FiJ
c-^ t c:\./-,!,^-,
S F11.r,t
r Stating the outcomes f-rrtt ci S !*. Lr, 9
.J
L_IJ1SC-r,tu
Voice:
\
r Rhythm l
\;vc.icq. Fsr L-,:'t-p
'1 -.-': fr*- bc,ir._ *,J
r Volume I F'r*fL{l\F-cy-A_.(tvti*1
\J 4l L.J.&J*
cl c,5;g
Cc: *-hvcli
.
r psce
r.
4)
..jL--{.,Ei:}
L,r
S 4i,,+ c, .4 .L_r*{1
.JJJ
C,r
e"vci
.J f
cs"- { s<f " *l tre*J z\-*v^*'("- '

1e-**&.c,r-.*s )
* <-"*-rsta..*--r.-l c.4 ' f 'a-,a-.L*3s' \-*
ClafifyOfeXplanatiOnS;
Eye
e-"tr*le*?l,zrr
Lrvtr
i
Speed of delivery.l
cOntlct
C-e i La c.f
Use of
-{--
rl
}-?1-{-J6*.1
-':-cl h4sv*
fs
.t.r
c/f#vl o\lsn
illu$trtion:
rr-ix.(J].-{-i\*:--L
t
is \,-!-1 r,'!-*-l*i ?v
!.*ttcl-t
t".-*
a=.-*
'e*+-o.*p L;. '
.:\ i'w cl*rS
1-z'-o*'' * '1 "* f creEPfOjeCtiOn Of Self L*l l-,:-t
c*ci
a.!--.|t-*"-r!r\-a\-w
..\.*- ac*r cv,rcr/l- (cefc*'Fo-nl*
'.rq. l',-ril ol *.r*a.1
i,.; r lt- pu- rv.--a:<1 a**1-e,.pl r; li..,atc^Jf I t..- 1eL-*
c:'i-. Ci* '-*-'\)-ft"#
:i ewf*i1
cI ve-E4kt--e-,2-+ t "*? C'u*4-.A to !re- c{/i^,sl-zr-*
.
Use of recaP & summarY
r Examplg - pi c-..,,*1 sc*.l
I Analogies
-1ev.v- sf--i-î1
C'r
",::
TL"'-r-;.)L- t.
t--'t- LJ3-.4 S 6,*--1
c.- J,a C'<t*rJ
cX
c \"-1
u cl-x
\t^-;l-
L-1
-\
-r
,*-"**1
t:-
Signposting
Emphasis of keY Pointu
@P?*\
c:-lr- il\Lz-'t
'rt'tJ\* Ur-**f-iz1 t-*-"*s':L1

"l-1*-*- oL-rcv:n-Levcl of
r-t il
--{participation
iFr L\--&.*a i\-*'1 \ c*-.f |'e c1"e-a\a.4' 1- Sc'
.-- "t-"-p e c^
c: rG iE -UlL.
J*\*-e-rs#-*1 -1 c1 c t rs--,., ;{rvs tJ--':.-s'l c'} *r*-'r-i
i'1)
of students
Questioning technique
Fi.
*-
ResPoase to studentst questions
Fr
r.-q-
AttemPts to get students thinking

1'-1\-.e*
.t\*-
b-l
L1--'--5 a e*; <'l^-$\
-'t
Assessment of leaming
C- c'-L*il'4-Li^{r2c"-*'\
r^rc!'?r
ag-;r-t-za-"aA
C-r
f'rol"
\-c- .S..F3 - '1
t*
;lf*-adeciwA
iL{
*la^-t
a'-*.1 4'-i a-l6Uv!-l*-^*1
ia
fi;s
Lv'--. o'*i'ti B
tteAChern
r ",u--+.-*-t L*1 cL*-*t - -l * i rUffrLeVClOf tppfOaChabilityOf
- 1 :i\"e-l'Pi'{
pf-,a,lc- t.. \r- 5' <--L-ao
*-"h--"s
St.o. i *L! ev ,'-b--.cr;t- a f o. t. --+1 \hD "1 ci..t
tv\-t,x:ls:L*$.6-\
v-tza;>v * c{-o-"l
a..L* r,l 6J s. F .d c*--;"* t* .:^
'.r5,a-d
Use of AYAs 'Lrn^'.rz, c^c Lts-F=
Timing
!;;
ra:.-_
Appropriateconclusion i\i-.!Achievement of objectives
r!-ab-r.-41
t*-e-:-,t it
s.
r--4--A-d
'{ c* ^-rs- r} r
'1*'a 6'L^
;\-{- =t'-1
\r-F
[-
P
6r c+l
ka
v g
ctt^-OL^-t
, cntii it'- i-r.- 'l'*--P
Points for considenrtion

r^-: L* C-{* rS Ll;$l/-*.>
c'Je cr*i s- n-<' c=i*--tl--i c'lv.e) \*s 4-,-a cl c ' 'L L-*l rL-,:rc-'zt Y*a
t*e F-e- TU-^-C w&- *tr-* <'i-q-{
*t e*l lrt '*t23'(iua
S!::J-'S
YL-*-f-JqL*-:r..rf
c-{*-rc{-'-g\t"
f-< \"?- r- -,r]--g-'1c;.-l hr"
S i**-f[:Ls g-'t *+. -r-I.;\f lc
gr; dil.
d:- g i c*^; S' -e--"4si c- - y c.,
f -il-."r
J=#
L <hd hO
-1
Y,--JS c"l aE
iSSvr--z: , T\*v-d--Ai\-a--as, iL..d*tcJ3Et--{i
't'*'
t.-3
T\-'z- Sl{-'":-i{tr"-l
-':-^'---'a;
t,w i-r:-.a
r v*-+t--z---ttt
\.1-,,.---r*^*.-,J*'a*
P
4\
{w*.,llJc
1r
Conclusion
l's
sl*glrc-
Fr-e- . c'-J-;{
i1--_- t:-L*l
cl.*--.*
:r n-r sS s'{--as i-ca rz.-J\JL/- {-l*--.'f bJ L^J\!J.+ y c- t v-*,r-4 *f a,,1 t- L-rlPt1

{:\A 4- r-z--.t ',,ll
tr'--$--,14 ilr--,as
,*-&-/-2- r*l
Obsened by:
Date
*-
:f-
i&'
cn'/t
f\r
d' r-
larrv
i'-!
"..}'
c\-v--r*-
cJ
a-rJL
?-*- t r \e-
LJ
S.<*/5s,
i\
l'<:
jL
c*
c*
'{-.{f:}>a
c,-t--o-<j f$ t''axa c;u*
t,
clc,-1 tl
o.
Date
F.o7'
+-
Name \cl
.-J--^-
(tt
ba;--ratso^- 'tr *3l-a-^*
Identification of suitable material l<=\-4-o-'A
Selectionof related'mustknowsn a"e-g,
Writing of sound objectives/outcomes

StrUCtUre Of SesSion
Fva.- -
*J l-,--a'--t tu LoN-- *:TJ
t s o-'t-"-;u-*,lt-p I a--+ t-.o4.a-.L,J P\As-ds
- e sra-
a\,a-a"
n\"
c-,1-o*c"t<'-
I\^;
'
'
f'--'1--s
a'-
".^^r
to.l
o--,
h'o s*, ppo={--
Ur--Cd-<--.r
Teaching
environmeht
A-a-rLA 4-A
a;-
c>t?czLe--
-aa,rs---1 o\_.e_- . Q uJ
*4a,dl-4-
c* a--c'r-s
Lesson
Introduction:
r Arousal of interest
l,'-sa..t*-- erP = ;"lL;*Tb'^l
Ov-e-ya'r'r's-
*J
fu"--
f-rttra- Qree"'/
- 1.:"*L
e Setting the scene
tâ\]q-;"c-J/
PcsFru-rta-et*<-a.-A
P",*t
o Stating the outcomes
Voice:
o Rh]'thm\ I
. volume ( Eu.o+.to--+ \- * l\ r--a-af-c-elS I
e pace I
Speed of
delive{
Eyecontact
6ue- t^1rt-;-
clarity of explanations 7 o-.*
s hrr
a^'opf'l a*
r*
r*J<--r-a^q<^-t
';:11'\"^ J-,l..^*r e-leo: . LloL--^- plot
6f
Use of illustratiod: .
tru-oll-sl----J t3
6'-d'/Ld L*^rr-'- Le^fd
r Examples Tv
e=d '1 *
. Analobes n4-- ylaL tt t --'t clcc-d hs r-ls-e t c*-1-e'-a
?L-a to-oF uplezk- - pr*'r
Projectionofself
g-T\- af .1 *
i-:slcora-L
Ne_ 1 u-.,.-3.p a,- \'o--rvu ex-A !po[-ass i-t-^)
Aa.^r-s--
-+ft*11l-a
-ta*
<r
r\.c!-
it
hl-L.V
Use of recap
& summary
e,-T\--dt- J *, \,.- d tt"- ii* b: f t,.-c- *FF**crO r--o-- v 6 v1-r- 1..-Li-.-4,

'aa'--aJF
t-t
TLe=^ c-b r-, l,N- tac--!c^--s\ l''-?.q-lc crs-r-el S' to* !1 to't
\r A-*<'L I e'ttr-l
1 ,*? r-o-ar., I lT tr-e.-^.^ dclv-u
(*crb. t-_ pt-.-t--_
c,Ff t-<rb Z * att-.'--t+ F,\^' if Fv- p-*srae-a't
,f r,-r-ci'A v\^-ac-ca+l-9<l.Ca- iD LsL/!- ci--<* Or^ iL- **d
.J't-"p ut!--f.-ers'f-aCol
,
f
sigpposting
Do
ea
',-l+-4c-'F^'-tl
Tr,---r-rqu-ol
Emphasis of keY Poi"ta)
Level of participation of students
euestioningtechnique
a.,.L
kedLr^1ls
-iry;+l
\.s -*-. T--
Response to students'
'
FJt\ p a-l.r
c-r pc'Jso=-
.-=,'.le*;!;*lii:
L.,;y*.
:(--c-rt
r-o' r'rl6P
dor)t
'{t
W-q--'
r-f-r i-t*'
*'-ve-
t-4-c*<tA-t
N<- r*,e-tr--sJ +
F-ta./E- E\tvL-
i\4t-:1* (s csoelS. *-i"

t I-*+clr .t
1e!r
Y
'^-e\'/
r^)
r^)i-
F
F
r--a
-,"j
-^=ja-: .^--,,i.'
-Sfv-5g :--T<^JL ts'-st*-'5s
g'vwa-r'-c--r5
'L'l(9,J-r=
approaci"UiUay of 'teacher'
r,evel of a"plroacYability
Level
Use Of AVAs
1-e-t /
thinking
Assessmentof learning 1-<-a
f-
l\,-r-tlLa'b
t- A .s*.al ,i*.-,1c't-L t:A^#:?*btr

4
:1
questions
Attempts to get students
g-a-'osLo-- I
(.fS.Q-e;
llg*
v*efa--
r-1
lc'J
,^r.,.-rl-cr-+-rt!
u".,tovs \
tr - bc"*
frb
L--lt -tcs urs'eJ

o:rtr
e_ls-"-a
tD 1
h"'
Timing Crês-k-A h'^-..- ' f a'-r cv'-'s- 5
FJ''t
ct'v+p'-+
t\^--F
is
Tt*-4
'
,,
(o"'.*u - 1*a '
t'-'.'P.*-l"c\Fa-caAppropriateconclusion '( TL-*t s c!-JJ 1
>a-c)c- 6- *;1a-e\ t
l''.>6*-k-.
Achievement of
c-t !-or^^-o'- t*tr--l-5\-+---d
obiectives
-ia
.:trffitr'-T", .Kt:
Pointsforconsideration
\rc-^^ c)ot-e- L-1 cl^-z,*-
sE
r: *
1a*-r
t/-'s'rt
*}-tr'-ffi
:: as-ca-os.s
4-a csv-F-di-tr
Conclusion
. I r rtt-c- -t-* .-7Va t+i-d
,f >s,L--a^rs e ^-6 Y d
,*FF
va\-fu
#or:;#fit
-.Y1--
.l
K:1'ffL.
s'
Jfi r^: :-==a-)bubUc!l'
. r--,
F'-t"f"-<3
l-oL
fu
a*-el
tc-so/o
rvv !-
L'3-fr'*'v'--Q,.5
sotof
Lt o\, t'-o--'qc-c'\-a' t c-il*r'o* -
t;)l-o*-}
tu of F--ot r'^" h-.

N-s'-= 1 c^\' [---'-t L] P--+ avd-d t.*-T fsJ'Jr Tt^*
1c'-;F *'s*J<-
F:-a
Date Lt.e.ck"
,*J
to"aF '^,-r-!+- '
-4--a
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ATCL Case Study

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ATCL Case Study

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Jamie Ross

Description and Analysis of Learning to Date

Student Learning Record

Observation of the pupil in another teachers

Future Session Plans

Individual Activity Description

Description of the Group

Description of the Group in another teachers

Student Learning Records 1-3

Group Activity Description

Future Session Plans

Creating Characters Through Song

Description and Analysis of learning to date and future needs

Grade 2 (Solo) Musical Theatre

Grade 3 (Group) Musical Theatre

Grade 1 Violin (ABRSM)

Grade 2 Guitar (ABRSM)

Grade 3 Piano (ABRSM)

In Musical Theatre (Group);

Exam Taken 6/4/06 (Distinction 86/100)

She demonstrates sustained delivery, with a constant awareness of the audience

She has the ability to work well as part of a team.

She can move in a coordinated fashion in order to emphasise the action of a

In Musical Theatre (Solo)

Exam Taken 9/7/05 (Pass 73/100)

She shows an understanding and learning of any material presented for

She can give an imaginative response to any chosen material.

Dialogue is superior to singing and carries a sense of conviction, which

Her improvisation skills show a connection and a sensitive understanding of the

Over the course of our 10 sessions, I intend to work on

Projection and clarity of the singing voice.

Showing conviction and establishing character through the medium of song.

Using breathing to support the voice when singing high notes.

Maintaining a constant pace when delivering lines whilst maintaining energy.

Maintaining fluency throughout the performance of an exam program.

Student Learning Record

Student: Eleanor Mayhew

Previous Experience and Topics Learnt

Grade 2 (Solo) Musical

Basic techniques for

Ellie should now be

Targets for the future

To pass Grade 7 and 8

What I have learnt so far and what I

How is the student doing so far and

Been given my pieces to learn and

Because we are just starting out at the

This week we worked on the how I am

Ellie is progressing well with all of her

This was our last session before my

Student's Self Evaluation;

Section a) Personal Information

How long have you been attending TAPA?

What parts have you played in TAPA's annual productions?

Do you want to take a lead role in future shows?

Section b) Experience in School

Which school do you currently attend?

What year are you in?

What experience of Drama/Music/Dance/Musical Theatre have you had at school?

Have you taken part in any school productions?

What were those productions?

What parts did you play?

Did you enjoy these productions? Why/Why Not?