VOCAL SKILLSVOCAL SKILLS

For use with WJEC Performing Arts GCSE Unit 1 and Unit 3 Task 1

For use with WJEC Performing Arts GCSE Unit 1 and Unit 3 Task 1

Vocal warm-ups Vocal warm-ups • Stand up straight in the space.

• Take a deep breath and then breathe out as slowly as possible, counting aloud all the time.

• How far did you get before you had to breathe in again?

• What did you notice about your vocal quality as you ran out of breath?

•  

• Stand up straight in the space. • Take a deep breath and then

breathe out as slowly as possible, counting aloud all the time.

• How far did you get before you had to breathe in again?

• What did you notice about your vocal quality as you ran out of breath?

•  

Task 1

• Stand in a circle. • Repeat what you say after each

line, as a class. • Once you get to the end of the

phrase, you can vary how it is said, e.g. fast, slow, loud, quiet, etc.

• Stand in a circle. • Repeat what you say after each

line, as a class. • Once you get to the end of the

phrase, you can vary how it is said, e.g. fast, slow, loud, quiet, etc.

BoomBoom ChakaBoom Chaka ChakaBoom Chaka Chaka Chaka Chaka Chaka boomAh hahOh yeahOne more time

ProjectionProjection• Get into pairs. • Line up opposite each other across

the room. • Take some lines from your

performance, and shout your lines to each other, making sure you keep the meaning of the lines.

• Then start getting quieter and move towards each other until you end up face to face. 

• Get into pairs. • Line up opposite each other across

the room. • Take some lines from your

performance, and shout your lines to each other, making sure you keep the meaning of the lines.

• Then start getting quieter and move towards each other until you end up face to face. 

Task 2

AccentsAccents• Rehearse a section of your play. • Start rehearsing in your usual way

but after a couple of minutes, you will be instructed to rehearse using a different accent, e.g. Liverpudlian.

• After a couple of minutes, change the accent, e.g. Irish.

• Repeat several times until you have experimented with a variety of accents.

• Rehearse a section of your play. • Start rehearsing in your usual way

but after a couple of minutes, you will be instructed to rehearse using a different accent, e.g. Liverpudlian.

• After a couple of minutes, change the accent, e.g. Irish.

• Repeat several times until you have experimented with a variety of accents.

Task 3

ToneTone• Get into groups of 2 or 3. • Your teacher will give you a situation such

as Person A is driving and is stopped by the police for breaking the law.

• There is one constraint however; you can only use numbers to communicate.

• You must speak in consecutive numbers of however many you feel you need, but once you get to 20, you must go back to one. For example, Person A could say "12345“, Person B could say "67“, Person A "891011" and so on.

• The focus is on using tone to convey

meaning as opposed to words. 

• Get into groups of 2 or 3. • Your teacher will give you a situation such

as Person A is driving and is stopped by the police for breaking the law.

• There is one constraint however; you can only use numbers to communicate.

• You must speak in consecutive numbers of however many you feel you need, but once you get to 20, you must go back to one. For example, Person A could say "12345“, Person B could say "67“, Person A "891011" and so on.

• The focus is on using tone to convey

meaning as opposed to words. 

Task 4

Pace of the textPace of the text

• On your scripts, circle all the punctuation.

• Once you have done this, you should read the scene walking around the room; however, every time there is a punctuation you should change direction and change the volume of your voice.

•  

• On your scripts, circle all the punctuation.

• Once you have done this, you should read the scene walking around the room; however, every time there is a punctuation you should change direction and change the volume of your voice.

•  

Task 5

Radio PlayRadio Play

In your group, prepare a radio play of a section of your performance, focusing on your voice. No movement is necessary for this task.

In your group, prepare a radio play of a section of your performance, focusing on your voice. No movement is necessary for this task.

Task 6

Pass the emotionPass the emotion• Stand in a circle.

• Your teacher says the name of an

emotion and uses their voice to convey it.

• This emotion is then passed around the circle. You should use your voice to communicate it.

• The object is to try to find as many different ways as possible of conveying one emotion through your use of voice. 

• Stand in a circle.

• Your teacher says the name of an emotion and uses their voice to convey it.

• This emotion is then passed around the circle. You should use your voice to communicate it.

• The object is to try to find as many different ways as possible of conveying one emotion through your use of voice. 

Task 7

Audience PlacingAudience Placing• Rehearse with different

staging styles.

• This will focus on vocal delivery and what changes are needed to make to your voice, to ensure the audience can hear you.

• Rehearse with different staging styles.

• This will focus on vocal delivery and what changes are needed to make to your voice, to ensure the audience can hear you.

Task 8

Extension Activities are

available in the Teacher Notes

Extension Activities are

available in the Teacher Notes