In this blog we hear from Sophie Torrent, Director of Drama at 'Trinity Champion Centre' Lady Eleanor Holles School, about how they prepare candidates for Trinity’s Acting Pair exams. Sophie’s guidance makes essential reading for all centres delivering or considering these dynamic drama qualifications.
One of the most popular aspects of the Trinity drama syllabus is Acting Pair exams, and it’s easy to see why! Having a scene partner means students get to bounce ideas off each other creatively, which can make all the difference in developing confidence and skill. In fact, some of our students start working with the same partner in Year 7 and continue that creative partnership all the way through to Year 13.
When students first join us, we assign pairs randomly. This approach not only encourages variety but also serves as a buddy system, helping new students establish connections and settle in comfortably during their initial weeks. Working in pairs teaches students a vital skill: listening and responding to another actor. Rather than sticking rigidly to a script, they learn to be surprised by their scene partner’s choices and adapt their own character accordingly. This interaction boosts spontaneity and helps performers focus outward, on the other person, rather than on themselves. That shift reduces self-consciousness and brings scenes to life. To build these skills, we often use exercises like actioning or Meisner’s repetition exercise. These tools encourage students to place their focus fully on their partner, helping them develop authentic reactions and presence.
Supporting pair dynamics
Pair work can be tricky when one student is more confident or vocal than the other. I set clear expectations that both students need to contribute and listen to each other. Brainstorming separately first ensures both voices are heard and prevents one student from dominating. Positive reinforcement helps encourage the quieter student to share ideas.
I also tailor roles to each student’s abilities and confidence. More confident students are pushed to take on challenging, contrasting roles, while less experienced students are given roles that suit their level and help build foundational skills. Having scenes with contrasting demands is key, it allows every student to be challenged without feeling overwhelmed, and ensures a balanced, supportive environment.
Choosing duologues
I always try to pick material my students will enjoy, that challenges them just enough and meets exam requirements. We start by exploring a variety of scenes. I suggest pieces that I think will suit the pair and create interesting contrasts, but students are actively involved in the selection. They rate each scene out of ten based on enjoyment, which helps guide the final choice. Having a varied catalogue is invaluable, it allows me to tailor suggestions to each pair, especially when there’s a confidence gap between students.
For younger or lower grade students, I often suggest imaginative, creative, or comedic scenes, sometimes based on familiar stories like Alice in Wonderland, Peter Pan, or adaptations of Roald Dahl and Jacqueline Wilson. Familiarity boosts enthusiasm, but I also love modern adaptations that bring fresh twists.
For higher grades, I highlight the importance of contrasting duologues, it’s something we always keep in mind. I lean towards complex, emotional scenes that challenge their character work and allow them to explore emotional journeys. I’m also happy for mature students to bring their own suggestions, which often sparks some great discussion.
Character Development
The Character Development task, where candidates devise an original scene for the characters from their scripted piece, is an exciting chance for students to be creative and deepen their understanding of their characters. I usually start with a brainstorming session to generate ideas for new scenarios. Improvisation is key here; I use timers and structured exercises to keep them focused without overthinking. Recording the improvisations helps us pick the best moments to build on in later rehearsals.
For less confident students, I encourage them to plan the structure of their scene before improvising. Repeating the improvisation over multiple lessons also builds confidence. I use exercises like “Yes, and…” to teach them to respond to each other’s ideas, not dominate the scene. This encourages collaboration, creativity, and listening skills, all vital for pair work.
Exploring status through scenes
At Grade 5, students take on scenes with a focus on status, which is a brilliant way to explore relationships and power dynamics between characters. Whether playing the high-status or low-status role, the students learn how vocal tone, posture, and facial expressions shape those dynamics.
For example, lower-status characters might show fear or submission, which in turn empowers their scene partner. It’s a fascinating process that deepens students’ understanding of character work and physical storytelling.
Reflection and pair work
Reflection is a key part of the Trinity syllabus. I usually start by talking through each question with the students, offering tips on how they might answer and sprinkling in technical terms or contextual knowledge. I also encourage discussion to gauge their understanding and get them thinking about what they want to explore in their answers.
Communication between the pair is key, especially for world-building questions. A shared understanding of the setting doesn’t just help their theory, it informs their performance too. After this, I give them independent time to work on answers, which they can also continue at home. We then review their responses together, which is great for peer feedback. I’ve often seen students give each other brilliant ideas to expand on characterisation or enhance their analysis.
By Grade 8, the reflection goes deeper. Students analyse not only their own strengths and weaknesses but also their partner’s performance. This helps them develop critical skills in evaluating and supporting others, learning what makes a scene truly effective. It also encourages them to celebrate each other’s work and build confidence, a win-win for both performers.
Closer to the exam, I run a mock reflection session to see how they respond under timed conditions and provide additional guidance if needed. I also encourage independent practice and reading the plays they’re working on to build confidence.
In short, Acting Pairs exams are important for helping students become confident, flexible actors who know how to listen, respond, and work well with others. These skills are useful not just in drama but in everyday life too.
Find out more about our Acting Pair exams.
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