Download Task 7 Sheet Yr 11 2014 - Epic Presenting

SENIOR DRAMA
Aldridge State High School
YEAR 11 – SEMESTER 2, TERM 4
Senior Drama
Epic Theatre
Dimension: Forming (Individual)
Non Practical: Presenting
Semester 2 – Task 7 - Presenting
Name______________________________
Due Date:
Context
PRESENTING
Throughout this unit you have explored the reactionary and experimental theatre styles of the
modern era. You have examined the theatre of Bertolt Brecht and his approach to Epic
Theatre in detail and transformed a realism scene into your own Epic Theatre scene.
Task
Students will form small groups and choose one idea (social issue) from the previous
assessment (or it can be a range of ideas from all their work) and create, rehearse and present
a polished Epic Theatre performance. Your performance must manipulate the appropriate
dramatic languages pertaining to the Epic style and the dramatic elements: Human Context,
Time, Space, Language and Movement, and Symbol.
Presenting- is characterised by students planning and rehearsing performances to an
audience.
SENIOR DRAMA
Aldridge State High School
YEAR 11 – SEMESTER 2, TERM 4
Conditions

2-3 minutes per student

4-5 students per group

In class time provided and homework

Consultation with teacher

Two weeks preparation time

Students must supply a playscript with annotations and their role highlighted.
CONVENTIONS of EPIC THEATRE
Alienation - involves the use of many of the below conventions, with the ultimate aim of
distancing the audience emotionally and increasing their intellectual response to the drama
Historification - setting events in another place and/or time in order to distance the
emotional impact, yet enhance the intellectual impact for the spectator
Song & dance - are used to communicate the message or themes of the drama in parables
Stylised movement- mix of realistic and non-realistic movement
Didactic- aim to teach the spectator
Gestus- a freeze frame with a social meaning
Disjointed narrative- interrupts sections of dialogue and/or observes and reports to the
audience.
Audience address- direct address broke the (invisible) ‘fourth wall’ and crushed traditional
realistic/naturalistic conventions
Projected images- used to reinforce play’s theme/s (to gather an intellectual response, not
emotional)
Actors playing multiple roles-actors commonly perform more than one character in a drama
Symbolic set, props and costumes –costume changes in full view of the spectator. Sets only
indicate the place of scene.
Signs/placards - used to show audience a range of information
SENIOR DRAMA
Aldridge State High School
YEAR 11 – SEMESTER 2, TERM 4
Task 7 – Presenting a student devised playscript– Presenting / Individual
Criteria
See task sheet
FINAL GRADE:
A
B
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:

insightful interpretation
of purposes, contexts
and texts to skillfully
and sensitively
communicate dramatic
meaning through
performance

effective interpretation
of purposes, contexts
and texts to clearly
communicate dramatic
meaning through
performance.

interpretation of
purposes, contexts
and texts to
communicate dramatic
meaning through
performance


perceptive
manipulation of
elements of drama
through conventions of
forms and styles to
skillfully realise style in
performance
effective manipulation
of elements of drama
through conventions of
forms and styles to
clearly realise style in
performance.


insightful and polished
demonstration of skills
of drama to
communicate
convincing and
engaging dramatic
action and meaning for
audiences.

effective and wellrehearsed
demonstration of skills
of drama to
communicate engaging
dramatic action and
meaning for audiences.

E
The student work has the
following characteristics:
The student work has the
following characteristics:

basic interpretation of
purposes and texts to
partially communicate
dramatic meaning
through performance
 use of texts to
communicate a partial
performance
manipulation of
elements of drama
through conventions of
forms and styles to
realise style in
performance

use of elements of
drama through
conventions to
demonstrate aspects of
style in performance.
demonstration of skills
of drama to
communicate dramatic
action and meaning
for audiences.

demonstration of basic
skills of drama to
partially communicate
dramatic action and
meaning for audiences.
Teachers Comment:
Teacher's Signature:
D
C
Date:
 superficial use of
elements of drama in
performance.
 demonstration of
aspects of skills of
drama to partially
communicate dramatic
action.
SENIOR DRAMA
Aldridge State High School
YEAR 11 – SEMESTER 2, TERM 4