IMPORTANT: Please note that this guidance pertains to the updated 2027 Musical Theatre Syllabus (for exams taken from 1st January 2027 onwards). For guidance relating to the 2021 Musical Theatre Syllabus (for exams taken before 31st December 2026), please see here: Musical Theatre Exams (Solo / Duo) - 2021 SYLLABUS
As the awarding body LAMDA cannot offer any direct help or support with your staging choices.
For the Level 2 Knowledge section (Grades 4 & 5) Musical Theatre Solo/ Duo examinations the Learner(s) must know, understand, identify and explain the reasons for the chosen staging.
Grade 4: AC 4.3 - Identify the positions of up to four of the working stage areas, giving an example of how and why one area was used in one of your songs
Grade 5: AC 4.2 - Explain the reasons for the staging choices in one of the songs using technical terminology of the working stage areas
To answer these question, the Learner(s) should be able to identify what staging they have used for each song, and the rationale for choosing to stage the song performance in this particular way.
For example, if their choice of staging related to the mood of the song, to (reflect) the character's feelings and their situation, or to the character's movement (or lack thereof).
Answers should also consider whether there is another character present in the song (this could be an unseen character or a Learner's Duologue partner) and the Learner's awareness of their imagined audience.
It is acceptable for a Learner to use a song that requires only simple staging, as long as they can discuss not just what staging has been used but the rationale behind their choices.
Staging should not be confused with the character's movement. Staging is the positioning of the performance within the space provided. For example, the song could be performed upstage, downstage, or centre stage, or the staging could vary throughout the performance.
It is not a requirement to have a stage set, such as tables, chairs or other items, in order to discuss staging.