IMEB Syllabi

International Certification Offered

IMEB was formed in response to many requests from music, speech and drama teachers looking for an alternative examination system. The examinations are more flexible and ‘user friendly’ than many other examination bodies.
All examiners are highly qualified and experienced teachers and therefore have a good understanding of the problems faced by both teachers and students.
 
IMEB examinations provide for many abilities and give a goal for students in their studies.They provide a sense of purpose and direction and can be undertaken in addition to other activities, as they are not intended to be the only studies in a student’s year.
Cost Effective Curriculum:  Please note the number of suggested books and music sources is deliberately limited to save expenses for candidates. Pieces of similar required standard may be substituted if preferred or if the suggested books are unavailable. Candidates may select exam pieces (eg: poems, nursery rhymes, songs, compositions, speeches, arias, Shakespeare extracts etc etc) from any source.  

About the Syllabi

The syllabi of the IMEB-SA are designed to meet the needs of those teaching and learning music, speech, drama and theatre arts. The examinations will be found to be comprehensive and catering for those interested academically or as a performer. The lists contain works ranging from early times to up-to-date contemporary examples, plus own choice options.

At every IMEB-SA examination level, selections are made from each section list of specified works or own choice. Own Choices give an opportunity for teachers and candidates to explore the repertoire appropriate for individual grade level, age, interest and experience and thereby have some ownership of their examination program.

In each IMEB-SA syllabus, teachers will find the requisites of a system of training for their students through the Grades to the Diploma levels. The aim is to encourage personal development in music, speech, drama, theatre arts and performance in each individual. It is the wish of the IMEB-SA to help teachers and their students in the development of their skills, acquisition of knowledge and enhanced self-confidence according to age and experience, not to discourage and set impossible or unrealistic standards.

It is expected that all Own Choice items will be thoughtfully and responsibly selected and provide challenge and motivation for individuals in order to assist personal development. Examiners will expect standards of achievement commensurate to the candidate’s age and grade level, and to show thorough preparation for each examination component and section.

An exciting section is the ‘Performance Examinations’. Many students wish to learn music, speech, drama and theatre arts as a leisure activity and would like to receive recognition of their progress – these examinations are the answer as the assessment is based on the candidate’s performance, not the technical or theoretical aspects. Students may a present a wide variety of items in the Performance Examination as the syllabus allows for the teacher and candidate to choose the performance pieces. Candidates in this area may progress to the Diploma of Performance.

Classical Syllabi

Classical Vocals

This sequence of grades is designed to foster individual development in the art of classical singing & Modern singing as a form of artistic expression and communication. Related skills, knowledge and enhanced self-confidence should be gained by progressing through the grades according to age and experience. Whilst songs should be selected from the suggested lists, candidates also have the option to present an ‘own choice’ work which should be of a standard appropriate to grade and age. This provides opportunity for exploration of the repertoire which would reflect interests and experience of the performer, and to have some ownership of the examination program.

 

Where particular works have been specified, substitution may be made of songs of equal standard if preferred. It is expected that such substituted items will be thoughtfully and responsibly selected by teachers and candidates, and provide challenge and motivation in order to assist personal development in the art of modern singing.

 

The selection of songs presented should provide a well-balanced and contrasting program. Examiners will expect levels of achievement commensurate to the individual candidate’s age and grade level and to show thorough preparation and rehearsal of each singing examination component and section. Specified time durations should be adhered to reasonably closely, but not exceeded.

All work should be memorized. All technical work and ear tests, sight reading and general knowledge are the same as for the Classical Singing Syllabus.

An accompanist must be provided for piano, keyboard or organ. Accompaniment on guitar may be appropriate for some songs. Backing tapes will not be accepted.

(Associate & Licentiate levels also available on request)

Guitar

This sequence of grades is designed to foster individual development in the art of Guitar (Classical and Modern) as a form of artistic expression and communication. Related skills, knowledge and enhanced self-confidence should be acquired by progressing through the grades according to age and experience.

Efforts have been made to select pieces from a reputable but small number of collections to help the candidates avoid the necessity to purchase a large variety or number of expensive books.

In List B, or as indicated, accompaniment should be used in the Modern Guitar Syllabuses either by another guitar or a backing track, and is required from Grade 1 in specified sections.

Technical work should be played from memory. Use of music in the technical section will incur a loss of marks.

Examinations are arranged into sections plus technical work, general knowledge. aural tests and sight reading. Total 100 marks.

One selection should be made from each List at each level/grade either from the list of specified works or own choice. The specified set pieces are suggestions only to indicate the level for each examination, and pieces of similar standard may be substituted if preferred. Own choices provide an opportunity for teachers and candidates to explore the repertoire appropriate for individual grade level, age, interest and experience, and to have some ownership of their examination program. It is expected that all own choice items will be thoughtfully and responsibly selected and provide challenge and motivation for individuals in order to assist personal development in chosen area of music.

Specified time durations for each examination level should be adhered to reasonably closely, but not exceeded.

All components in the technical work, aural tests and sight reading are specified.

Examiners will expect levels of achievement commensurate to the individual candidate’s age and grade level and to show thorough preparation for each examination component and section.

Theory Examinations are not required for Grade examinations, but teachers are advised to prepare candidates in this area so that they will have a sound basis for the Musical Knowledge Papers (written exams) which are part of the Diploma examinations

Piano

This sequence of grades is designed to foster individual development in the art of Classical & modern Piano as a form of artistic expression and communication. Related skills, knowledge and enhanced self-confidence should be acquired by progressing through the grades according to age and experience. One selection should be made from each section either from the list of specified works or own choice. Own choices provide an opportunity for teachers and candidates to explore the repertoire appropriate for individual grade level, age, interest and experience, and to have some ownership of their examination program.

 

It is expected that all own choice items will be thoughtfully and responsibly selected and provide challenge and motivation for individuals in order to assist personal development in chosen area of music.

 

NB in Associate and Licentiate Examinations the candidate may consider also

Including one or more ‘Own Choice’ selections in addition to the required four pieces in order to perform for the suggested examination duration. All components in the technical work, aural tests and sight reading are specified.

 

Examiners will expect levels of achievement commensurate to the individual candidate’s age and grade level and to show thorough preparation for each examination component and section.

 

(Associate Level – Teachers & Performance; Licentiate Level – Teachers & Performance Available on request)

Clarinet

There are 2 forms of examination:

 

1 Standard Grade Examinations which comprise technical work, ear tests, sight reading, general knowledge and List pieces

 

This sequence of grades is designed to foster individual development in the art of Clarinet as a form of artistic expression and communication. Related skills, knowledge and enhanced self-confidence should be acquired by progressing through the grades according to age and experience.

 

One selection should be made from the list of specified works or own choice. Own choices provide an opportunity for teachers and candidates to explore the repertoire appropriate for individual grade level, age, interest and experience, and to have some ownership of their examination program. It is expected that all own choice items will be thoughtfully and responsibly selected and provide challenge and motivation for individuals in order to assist personal development in chosen area of music.

 

NB in Associate and Licentiate Examinations the candidate may consider also

Including one or more ‘Own Choice’ selections in addition to the required four pieces in order to perform for the suggested examination duration.

 

Specified time durations for each examination level should be adhered to reasonably closely, but not exceeded. All components in the technical work, aural tests and sight reading are specified.

 

Examiners will expect levels of achievement commensurate to the individual candidate’s age and grade level and to show thorough preparation for each examination component and section.

 

2 Performance Examinations which do not require assessment in technical work, ear tests, sight reading or List pieces

 

(Associate Level – Teachers & Performance; Licentiate Level – Teachers & Performance Available on request)

Violin

This sequence of grades is designed to foster individual development in the art of violin playing as a form of artistic expression and communication. Related skills, knowledge and enhanced self-confidence should be gained by progressing through the grades according to age and experience.

 

Where particular works have been specified, substitution may be made of works of equal standard if preferred. It is expected that such substituted items will be thoughtfully and responsibly selected by teachers and candidates, and provide challenge and motivation in order to assist personal development in the art of violin performance. This provides opportunity for exploration of the repertoire which would reflect interests and experience of the performer, and to have some ownership of the examination program.

 

The selection of music items presented should provide a well-balanced and contrasting program. Examiners will expect levels of achievement commensurate to the individual candidate’s age and grade level and to show thorough preparation and rehearsal of each examination component and section. Specified time durations should be adhered to reasonably closely, but not exceeded.

 

All components of technical work, ear tests, sight reading and general knowledge are specified.

 

An accompanist must be provided. Backing tapes will not be accepted.

(Associate, Licentiate and Performance levels also available on request)

Performance Syllabi

Vocal Performance

These examinations are designed for candidates who wish to concentrate on the art of performing rather than the more academic side of music.

 

Preparatory Levels 1-3 require the performance of three different and contrasting music items.

Levels 1-5 require the performance of three different, contrasting brackets of performance items to take up the specified time.

Levels 6 and 7 require the performance of four different and contrasting brackets of items to take up the specified time.

Level 8 requires an appropriate 45 minute program of varied and contrasting music performance items, divided into four brackets.

 

Diploma in Music Performance requires appropriately varied and contrasting performance items to comprise a thoughtfully conceived program of music, divided into four brackets, to reflect a range of styles, periods and cultures.

 

Candidates may wish to invite an audience to this performance, and whilst this is optional it is strongly recommended in order to give the Music Performance a genuine sense of occasion, purpose and achievement. A suitable venue must be provided and a printed program available for audience members.

 

NB In each level, the candidate will be required to submit a suitably presented written program containing brief notes relating to the items selected for performance, and indicating research appropriate to age and stage of development.

Candidates in each level will also be required to verbally introduce the performance to be presented and to announce each individual item to the examiner.

 

Extra pieces may be included in each bracket if desired/necessary to make up the allotted examination time in all levels up to Level 7.

Music Performance (Guitar, Drums, Keyboards)

These examinations are designed for candidates who wish to concentrate on the art of performing rather than the more academic side of music.

 

Preparatory Levels 1-3 require the performance of three different and contrasting music items.

Levels 1-5 require the performance of three different, contrasting brackets of performance items to take up the specified time.

Levels 6 and 7 require the performance of four different and contrasting brackets of items to take up the specified time.

Level 8 requires an appropriate 45 minute program of varied and contrasting music performance items, divided into four brackets.

 

Diploma in Music Performance requires appropriately varied and contrasting performance items to comprise a thoughtfully conceived program of music, divided into four brackets, to reflect a range of styles, periods and cultures.

 

Candidates may wish to invite an audience to this performance, and whilst this is optional it is strongly recommended in order to give the Music Performance a genuine sense of occasion, purpose and achievement. A suitable venue must be provided and a printed program available for audience members.

 

NB In each level, the candidate will be required to submit a suitably presented written program containing brief notes relating to the items selected for performance, and indicating research appropriate to age and stage of development.

 

Candidates in each level will also be required to verbally introduce the performance to be presented and to announce each individual item to the examiner.

 

Extra pieces may be included in each bracket if desired/necessary to make up the allotted examination time in all levels up to Level 7.

Musical Theatre Performance

This Theatre Performance Syllabus consists of seven sequentially arranged grades and a performance diploma which is aimed at assessing the achievements of candidates at varying levels of individual development in music, speech, acting, mime, movement, dance and artistic expression which are the fundamental elements of the field of theatre performance.

 

Specific published works are not prescribed in order for candidates to explore the literature/repertoire appropriate for their experience and grade level, and to have some ownership of their individual examination programs. It is expected that all material and items will be thoughtfully selected by candidates/teachers, and will reflect a responsible approach to skills development in the art of expression and communication. The published works selected as ‘own choice’ items should contain a degree of challenge and motivation for the performer in order to assist personal development in competency.

 

These examinations are intended to encourage individuals of all ages to acquire skills and knowledge in theatre performance, to explore personal boundaries, and demonstrate personal artistic ability and professionalism in interpreting published works. Moreover, enhanced self-confidence and an understanding of the principles and practice of theatre performance should result from participating in this Syllabus.

 

Examiners will expect levels of achievement commensurate to the individual candidate’s age and grade level and to show thorough preparation and rehearsal of each performance item. Specific time durations should be adhered to reasonably closely, but not exceeded.

In items requiring music accompaniment, it is the responsibility of the candidate to provide recorded instrumental backing and a suitable player, or an accompanist with own keyboard. No amplification of any kind is required or permitted for any examinable item in this Syllabus.

 

Written programs, notes and discussion with examiner, where specified, should indicate that opportunities have been maximised for in depth contextual research.

There should always be a thorough familiarity and understanding of entire works from which performance pieces have been selected.

 

Use of a prop or costume accessory to assist performance in ‘character’ items is optional in all grades, but not assessable.

Choir/ Show Choir

This syllabus will provide participating choir candidates with a range of performance skills with respect to ensemble awareness, by working through this graded structure of levels designed to encourage a resulting performance of choral items. Choristers are expected to contribute their time, talent, ability, effort desire, determination, energy, passion, enthusiasm, self-discipline, commitment and a positive attitude to the teamwork involved.

 

The results of these individual contributions should :

  1. Expand and increase music knowledge, vocal technique, tone production
  2. Advance facility in reading music, sight singing, theory and movement
  3. Increase knowledge in the realm of popular music literature, its background, interpretation, preparation and performance
  4. Develop and present an exciting performance
  5. Help develop maturity, responsibility and teamwork skills
  6. Foster lifelong appreciation of Choral music, friendship and social skills.

 

DEFINITION : A Show Choir consists of a group of choristers with an enthusiasm for combining choral singing with dance and theatre format presentation, either with or without a connecting thematic framework.

 

CERTIFICATE: Each candidate will receive a personalised individual Certificate of attainment and Level, including the name of the Musical Director and the Show Choir/Vocal Ensemble.

Saxophone

This sequence of grades is designed to foster individual development in the music of Saxophone as a form of artistic expression and communication. Related skills, knowledge and enhanced self-confidence should be acquired by progressing through the grades according to age and experience.

Flute

There are 2 forms of examination:

 

1 Standard Grade Examinations which comprise technical work, ear tests, sight reading, general knowledge and List pieces

 

This sequence of grades is designed to foster individual development in the art of Flute as a form of artistic expression and communication. Related skills, knowledge and enhanced self-confidence should be acquired by progressing through the grades according to age and experience.

 

One selection should be made from the list of specified works or own choice. Own choices provide an opportunity for teachers and candidates to explore the repertoire appropriate for individual grade level, age, interest and experience, and to have some ownership of their examination program. It is expected that all own choice items will be thoughtfully and responsibly selected and provide challenge and motivation for individuals in order to assist personal development in chosen area of music.

 

NB in Associate and Licentiate Examinations the candidate may consider also

Including one or more ‘Own Choice’ selections in addition to the required four pieces in order to perform for the suggested examination duration.

 

Specified time durations for each examination level should be adhered to reasonably closely, but not exceeded. All components in the technical work, aural tests and sight reading are specified.

 

Examiners will expect levels of achievement commensurate to the individual candidate’s age and grade level and to show thorough preparation for each examination component and section.

 

2 Performance Examinations which do not require assessment in technical work, ear tests, sight reading or List pieces

 

(Associate Level – Teachers & Performance; Licentiate Level – Teachers & Performance Available on request)

Music Theory

This IMEB Music Theory Syllabus aims to educate students across the disciplines of written music, instrumentation, structure/form, history and general knowledge. The scope is broad in content and it is to be hoped will provide a platform for acquiring further knowledge.

Modern Syllabi

Modern Vocals

This sequence of grades is designed to foster individual development in the art of classical singing & Modern singing as a form of artistic expression and communication. Related skills, knowledge and enhanced self-confidence should be gained by progressing through the grades according to age and experience. Whilst songs should be selected from the suggested lists, candidates also have the option to present an ‘own choice’ work which should be of a standard appropriate to grade and age. This provides opportunity for exploration of the repertoire which would reflect interests and experience of the performer, and to have some ownership of the examination program.

 

Where particular works have been specified, substitution may be made of songs of equal standard if preferred. It is expected that such substituted items will be thoughtfully and responsibly selected by teachers and candidates, and provide challenge and motivation in order to assist personal development in the art of modern singing.

 

The selection of songs presented should provide a well-balanced and contrasting program. Examiners will expect levels of achievement commensurate to the individual candidate’s age and grade level and to show thorough preparation and rehearsal of each singing examination component and section. Specified time durations should be adhered to reasonably closely, but not exceeded.

All work should be memorized. All technical work and ear tests, sight reading and general knowledge are the same as for the Classical Singing Syllabus.

An accompanist must be provided for piano, keyboard or organ. Accompaniment on guitar may be appropriate for some songs. Backing tapes will not be accepted.

(Associate & Licentiate levels also available on request)

Guitar

This sequence of grades is designed to foster individual development in the art of Guitar as a form of artistic expression and communication. Related skills, knowledge and enhanced self-confidence should be acquired by progressing through the grades according to age and experience.

 

Efforts have been made to select pieces from a reputable but small number of collections to help the candidates avoid the necessity to purchase a large variety or number of expensive books.  In List B, or as indicated, accompaniment should be used in the Modern Guitar Syllabuses either by another guitar or a backing track, and is required from Grade 1 in specified sections.

 

Technical work should be played from memory. Use of music in the technical section will incur a loss of marks.

Examiners will expect levels of achievement commensurate to the individual candidate’s age and grade level and to show thorough preparation for each examination component and section.

 

Theory Examinations are not required for Grade examinations, but teachers are advised to prepare candidates in this area so that they will have a sound basis for the Musical Knowledge Papers (written exams) which are part of the Diploma examinations.

(Associate Level – Teachers & Performance; Licentiate Level – Teachers & Performance Available on request)

Guitar (Bass)

This sequence of grades is designed to foster individual development in the art of Guitar as a form of artistic expression and communication. Related skills, knowledge and enhanced self-confidence should be acquired by progressing through the grades according to age and experience.

Efforts have been made to select pieces from a reputable but small number of collections to help the candidates avoid the necessity to purchase a large variety or number of expensive books.

In List B, or as indicated, accompaniment should be used in the Modern Guitar Syllabuses either by another guitar or a backing track, and is required from Grade 1 in specified sections.

Examiners will expect levels of achievement commensurate to the individual candidate’s age and grade level and to show thorough preparation for each examination component and section.

Theory Examinations are not required for Grade examinations, but teachers are advised to prepare candidates in this area so that they will have a sound basis for the Musical Knowledge Papers (written exams) which are part of the Diploma examinations.

Piano

This sequence of grades is designed to foster individual development in the art of Classical & modern Piano as a form of artistic expression and communication. Related skills, knowledge and enhanced self-confidence should be acquired by progressing through the grades according to age and experience. One selection should be made from each section either from the list of specified works or own choice. Own choices provide an opportunity for teachers and candidates to explore the repertoire appropriate for individual grade level, age, interest and experience, and to have some ownership of their examination program.

 

It is expected that all own choice items will be thoughtfully and responsibly selected and provide challenge and motivation for individuals in order to assist personal development in chosen area of music.

 

NB in Associate and Licentiate Examinations the candidate may consider also

Including one or more ‘Own Choice’ selections in addition to the required four pieces in order to perform for the suggested examination duration. All components in the technical work, aural tests and sight reading are specified.

 

Examiners will expect levels of achievement commensurate to the individual candidate’s age and grade level and to show thorough preparation for each examination component and section.

 

(Associate Level – Teachers & Performance; Licentiate Level – Teachers & Performance Available on request)

Keyboard (Digital / Electronic)

This sequence of grades is designed to foster individual development in the art of Digital or Electronic Keyboard as a form of artistic expression and communication. Related skills, knowledge and enhanced self-confidence should be acquired by progressing through the grades according to age and experience.

 

Examinations contain recommended lists from which selections are made, plus technical work, general knowledge, aural tests and sight reading which are all as set for the Classical Piano Syllabus where all components are clearly specified.

 

There are seven (7) levels for these Digital or Electronic Keyboard examinations.

Three selections for performance should be made for each examination from Standard 1 through to Grade 4 inclusive. There is provision for teachers to select alternative pieces to those listed but they must be of similar standard to the set works. In Grades 3 and 4 there is the option for an own choice performance item. The element of choice in each examination level gives teachers and candidates an opportunity to explore the repertoire appropriate for individual grade level, age, interest and experience, and to have some ownership of their examination program.

 

It is expected that all selections will be thoughtfully and responsibly chosen, and will provide challenge and motivation for individuals in order to assist personal development in the field of Digital or Electronic Keyboard.

 

For candidates wishing to continue beyond Grade 4 in this syllabus, IMEB recommends transferring to higher grades and diplomas in the Modern Piano or Classical Piano Syllabus.  Examiners will expect levels of achievement commensurate to the individual candidate’s age and grade level and to show thorough preparation for each examination component and section. Specified time durations should be adhered to reasonably closely, but not exceeded.

Act | Drama Syllabi

World Theatre & Drama

This syllabus is designed for students who have an interest in studying, exploring and experiencing drama in its broadest context, both as a performer and from the academic aspect. The content of the syllabus cannot possibly be inclusive given that every country and culture in the world has its own history and breadth of drama development sufficient to warrant its own course of study. Instead, it is the intention of this syllabus to focus mainly on Western Drama but, where appropriate, reference is made to relevant or associated cultures.

 

As with live Theatre, Television and Film productions, most of the content of works presented on a stage or performance space are better suited to the more mature mind, hence the Parental Guidance classifications appended to such dramatic presentations. It is not compulsory to enforce this restriction on this syllabus; however, teachers would probably agree that Grade 1 would not be suitable for candidates under the age of 12 years. Consequently, at the rate of progressing through one Grade per year, it is envisaged that the higher levels would be more suitable for upper-teenage or older.

 

Syllabus content is sequential in depth and expectations whilst building on skills and knowledge acquired. It is designed to foster and enhance individual development, artistic expression, communication skills and confidence. Work and study topics will include such varied modes as playwrights, literature, characters, individual performances, staging, costume, lighting, publicity, media, production techniques, styles, talks and researching historical aspects of Western drama. Examiners will expect levels of achievement commensurate to the individual candidate’s age and Grade level and to show thorough preparation and rehearsal of each component of this Drama examination. Specified time durations should be adhered to reasonably closely, but not exceeded.

 

  1. All work should be thoroughly memorised except for sight-reading items or where otherwise stated. Palmcards may be used for talks but may contain only headline notes, dates, names, foreign words, quotations etc and are to be submitted to the Examiner. Palmcards which contain the text of the talk will incur a zero mark for that component of the examination. Use of non-assessable props, costumes, sound or other accessories to help presentation of any components are optional unless otherwise stated.

 

Components/questions in each Grade exam are couched in general terms, thus enabling individual interpretation of the main gist without risk of feeling restricted. The underlying truth, integrity and focus of the question/task should at all times be retained.

 

There is an Own Choice at each Grade.

 

(Associate Diploma Available on request)

Speech & Drama (Nursery)

Exam time: Content to last approximately 10 minutes in total.

1. Recite a Nursery Rhyme OR a suitable Short Poem

 

2. Prepared Picture Talk based on a picture suitable for candidate’s age:

 

a) briefly describe the content within the picture starting: “In this picture I can see ….”

b) Then tell a little story based around the content.

3. Present a Short Mime of a familiar everyday activity

 

E.g.: brushing teeth, putting on shoes, etc.

4. Short Talk about a favourite TV Show

 

5. Description of a Fairy Story character

E.g.: Cinderella, Red Riding Hood, Jack (of the Beanstalk)

 

NB The selected pieces will depend on the age and ability of the candidate, which will be taken into account by the examiner.

 

This is the first, ‘introductory’, exam level so standards will obviously vary and as a result the Final Grade will be either PASS ‘A’ or PASS ‘B’

Speech & Drama

 

The syllabi of the IMEB-SA are designed to meet the needs of those teaching and learning music, speech and drama. The examinations will be found to be comprehensive and catering for those interested academically or as a performer. The lists contain works ranging from early times to up-to-date contemporary examples.

All work is carefully and sequentially graded. Teachers preparing students for these examinations will have a very sound outline upon which to develop lessons. IMEB-SA examinations provide for many abilities and give a goal for students in their studies. They provide a sense of purpose and direction and can be undertaken in addition to other activities, as they are not intended to be the only studies in a student’s year. The reports provide a reliable assessment of progress, and by comments and marks assist individual development.

 

Specific published works are not prescribed in every examination section in order for candidates and teachers to explore the literature appropriate for their grade level, age, interests and experience, and to have some ownership of their examination programs. Where particular works have been specified, teachers and candidates may substitute other selections of equal literary value and standard if preferred. It is expected that all such items will be thoughtfully and responsibly selected by teachers and candidates, and provide challenge and motivation for individuals in order to assist personal development in the art of Speech and Drama.

 

Examiners will expect levels of achievement commensurate to the individual candidate’s age and grade level and to show thorough preparation and rehearsal of each Speech and Drama examination component and section. Specified time durations should be adhered to reasonably closely, but not exceeded.

 

All work should be memorised except for sight reading items or where otherwise stated.

Use of prop or costumes accessories to assist dramatic and character performance items are optional, unless stated otherwise.

 

These accessories are not assessable. It is expected that judicious manipulation of text may occur in some exam items where one character only is portrayed, yet the presence of others is implied.

 

The truth and integrity of the text will remain intact.

 

Written examinations are optional for Grades 6, 7 and 8, but are compulsory at Diploma level.

 

(Associate Level – Teachers & Performance; Licentiate Level – Teachers & Performance Available on request)

Speech & Drama Performance

These examinations are designed for candidates who wish to concentrate on the art of performing rather than the more academic side of Speech and Drama.

 

Level 1 requires the performance of three different memorised items, comprising one example of each of drama, prose and poetry.

 

Levels 2 – 5 require the memorised performance of one drama bracket, one prose bracket and one poetry bracket each containing at least one item, to take up the specified time.

 

Levels 6 and 7 require four different carefully arranged brackets

in which the items selected show a sense of contrast. This is essential in this programme.

 

Level 8 requires a 45 minute program in which the candidate demonstrates variety in performance style, mood and period.

The items should be organised into four distinct brackets.

 

Diploma in Performance requires the candidate to present a

one hour program arranged into four separate brackets containing varied and contrasting content in a range of performance styles, reflecting different periods, genres and cultures. The candidate may wish to base the program on a thematic concept, but this is optional. Candidates may wish to invite an audience to this performance.

 

In this case, the candidate must provide a suitable venue.

 

NB In each level, the candidate will be required to submit a suitably presented written program containing brief program notes relating to the items performed, and indicating appropriate research.

 

Candidates in each level will also be required to verbally introduce the performance to be presented and to introduce each individual item to the examiner.

Public Performance (All Categories)

This Diploma is designed for high standard performers in any subject

Of Speech and Drama and all Music areas either vocal or instrumental.

 

Prospective candidates are required to submit a written application (500-750 words) to the IMEB Board outlining their experiences and achievements in their chosen performance area. No formal qualifications are mandatory, and there are no academic pre-requisites, but a professional level of presentation is expected in all aspects of the performance.

 

The Public Performance should contain appropriately contrasting and varied items to comprise a thoughtfully conceived and balanced programme of approximately 60 minutes.

Candidates must provide:

 

  • An appropriate venue for the performance or may possibly be able to use the APGS Recital Hall on Floor 3, 255 Broadway, Glebe, NSW. Whilst it is optional, candidates are strongly recommended to invite an audience in order to promote a genuine sense of occasion, purpose and achievement to this Public Performance.

 

  • A suitably printed and annotated programme with title/cover page. This programme might contain an introductory biographical statement; annotations would include information about the works presented and composers/writers/artistes; and conclude with relevant credits.

 

  • An accompanist if required

 

  • An associate performer in a different field from the candidate’s own chosen performance area to be presented as a Guest Artiste to give the candidate a rest period during the Public Performance.

Public Speaking

This syllabus is designed to foster individual development in acquiring the skills of Effective Public Speaking. Related theory, background knowledge and enhanced self-confidence should assist candidates in progressing through the carefully sequenced examinations.

 

Specific works are not prescribed in every examination section in order for candidates and teachers to explore the literature and material appropriate to their own choices, stage level, age, interests, experience and requirements of the examination. It is expected that all items will be thoughtfully and responsibly selected by candidates and teachers, and provide challenge and motivation for individuals in order to promote intended personal development.

 

Examiners will expect levels of achievement commensurate to the candidate’s age and stage level, and to show thorough preparation of each examination component and section. Specified time durations should be adhered to reasonably closely, but not exceeded.

 

All prepared work should be memorised except for sight reading, impromptu items or where otherwise stated.

 

(Associate Diploma available on Request)

IMEB’s International Certification are made available directly after examinations.

STUDENT CERTIFICATION (ALL LEVELS)

  • Further Information Available on Request. Kindly contact our office on 010 444 0249 | 083 663 5878

Teachers Qualifications:

  • *Associate Diploma | Licentiate Diploma | Masters Degree
  • Further Information Available on Request. Kindly contact our office on 010 444 0249 | 083 663 5878