Download Theatre Studies Victorian Certificate of Education Study Design

Study Design
Accreditation period
2014–2018
Theatre Studies
Victorian Certificate of Education
The images shown above represent a cross section of works
covering sculpture, textiles, assemblage, drawing, photography,
prints, painting and electronic media as exhibited in VCE Top Arts.
Updated: February 2016
COVER ARTWORK WAS SELECTED FROM THE TOP ARTS EXHIBITION. COPYRIGHT REMAINS THE PROPERTY OF THE ARTIST.
Latoya BARTON
The sunset (detail)
from a series of twenty-four
9.0 x 9.0 cm each, oil on board
Tarkan ERTURK
Visage (detail)
201.0 x 170.0 cm
synthetic polymer paint, on cotton duck
Liana RASCHILLA
Teapot from the Crazy Alice set
19.0 x 22.0 x 22.0 cm
earthenware, clear glaze. lustres
Nigel BROWN
Untitled physics (detail)
90.0 x 440.0 x 70.0 cm
composition board, steel, loudspeakers,
CD player, amplifier, glass
Kate WOOLLEY
Sarah (detail)
76.0 x 101.5 cm, oil on canvas
Chris ELLIS
Tranquility (detail)
35.0 x 22.5 cm
gelatin silver photograph
Christian HART
Within without (detail)
digital film, 6 minutes
Kristian LUCAS
Me, myself, I and you (detail)
56.0 x 102.0 cm
oil on canvas
Merryn ALLEN
Japanese illusions (detail)
centre back: 74.0 cm, waist (flat): 42.0 cm
polyester cotton
Ping (Irene VINCENT)
Boxes (detail)
colour photograph
James ATKINS
Light cascades (detail)
three works, 32.0 x 32.0 x 5.0 cm each
glass, flourescent light, metal
Tim JOINER
14 seconds (detail)
digital film, 1.30 minutes
Lucy McNAMARA
Precariously (detail)
156.0 x 61.0 x 61.0 cm
painted wood, oil paint, egg shells, glue, stainless steel wire
Accredited by the Victorian Registration and Qualifications Authority
Level 4, 2 Lonsdale Street, Melbourne, Victoria 3000
Developed and published by the Victorian Curriculum and Assessment Authority
Level 1, 2 Lonsdale Street, Melbourne, Victoria 3000
This revised and accredited edition published 2013
© Victorian Curriculum and Assessment Authority 2013
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the Copyright Act 1968 or by permission from the Victorian Curriculum and
Assessment Authority. For more information go to: www.vcaa.vic.edu.au/Pages/
aboutus/policies/policy-copyright.aspx
The Victorian Curriculum and Assessment Authority provides the only official,
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Assessment Authority website: www.vcaa.vic.edu.au
This publication may contain copyright material belonging to a third party. Every
effort has been made to contact all copyright owners. If you believe that material
in this publication is an infringement of your copyright please email the Copyright
Officer: [email protected]
Copyright in materials appearing at any sites linked to this document rests
with the copyright owner/s of these materials, subject to the Copyright Act.
The Victorian Curriculum and Assessment Authority recommends you refer to
copyright statements at linked sites before using such materials.
Edited by Ruth Learner
Cover designed by Chris Waldron of BrandHouse
Desktop published by Julie Coleman
VCE Theatre Studies Study Design
ISBN 978-1-922082-25-1
Updated: February 2016
Contents
4
Important information
5Introduction
Scope of study
Rationale
6Aims
Structure
Entry
Duration
7
Changes to the study design
Monitoring for quality
Safety and wellbeing
Employability skills
Legislative compliance
8
Assessment and reporting
Satisfactory completion
Authentication
Levels of achievement
10
Terms used in this study
11
Unit 1: Pre-modern theatre
Areas of study and Outcomes
13Assessment
15
Unit 2: Modern theatre
Areas of study and Outcomes
17Assessment
19
Unit 3: Playscript interpretation
Areas of study and Outcomes
22Assessment
24
Unit 4: Performance interpretation
Areas of study and Outcomes
28Assessment
Updated: February 2016
IMPORTANT INFORMATION
Accreditation period
Units 1–4: 1 January 2014 – 31 December 2018
Implementation of this study commences in 2014.
Other sources of information
The VCAA Bulletin VCE, VCAL and VET is the only official source of changes to regulations and
accredited studies. The Bulletin also regularly includes advice on VCE studies. It is the responsibility
of each VCE teacher to refer to each issue of the Bulletin. The Bulletin is available as an e-newsletter
via free subscription on the Victorian Curriculum and Assessment Authority’s website at: www.vcaa.
vic.edu.au
To assist teachers in assessing School-assessed Coursework in Units 3 and 4, the Victorian Curriculum
and Assessment Authority publishes online an assessment handbook that includes advice on the
assessment tasks and performance descriptors for assessment.
The companion document to the assessment handbook ‘Administrative Procedures for Assessment
in VCE Studies’ is available on the Victorian Curriculum and Assessment Authority’s website at:
www.vcaa.vic.edu.au/Pages/vce/generaladvice/index.aspx
The current VCE and VCAL Administrative Handbook contains essential information on assessment
processes and other procedures.
VCE providers
Throughout this study design the term ‘school’ is intended to include both schools and other VCE
providers.
Copyright
VCE schools may reproduce parts of this study design for use by teachers. The full Victorian Curriculum
and Assessment Authority Copyright Policy is available at: www.vcaa.vic.edu.au/Pages/aboutus/
policies/policy-copyright.aspx
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Introduction
scope of study
In VCE Theatre Studies students interpret playscripts and produce theatre for audiences. Through
practical and theoretical engagement with playscripts from the pre-modern era to the present day,
students gain an insight into the history and rich possibilities of playscript-based theatrical production
and develop understanding and appreciation of the role and place of the practitioner in theatre. Theatre
practitioners develop, create and craft productions through research, contextualisation, visualisation
and the application of stagecraft. The study covers roles in theatre practice including actor, director,
designer, theatre technologist and theatre administrator/manager.
Throughout the study, students work with playscripts in both their written form and in performance,
studying various areas of stagecraft that can be used to interpret these playscripts. Students study the
contexts, that is, the time, places and cultures, of playscripts, as well as their language and theatrical
possibilities. They explore ways that meaning can be constructed and conveyed through theatrical
performance. They consider the audiences who will engage with their productions and incorporate
knowledge and understanding of audience culture, demographic and sensibilities in their interpretations.
Students apply stagecraft to collaboratively and individually interpret playscripts and their theatrical
possibilities. Through study of playscripts, contribution to the production of plays, and the application
of stagecraft, students develop knowledge and understanding of theatre and its practices.
Rationale
Theatre has been made and performed from the earliest times and is an integral part of all cultures.
Theatre exists as entertainment, education, an agent for change, a representation of values and a window
on society. Theatre makers have worked as playwrights, actors, directors, researchers, designers,
technicians, managers and administrators to produce theatre for a range of audiences and diverse
purposes. Theatrical practices has developed, and influenced culture more generally, over centuries
and through the variety of productions in a range of spaces and venues.
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Introduction
theatre studies 2014–2018
VCE Theatre Studies develops, refines and enhances students’ analytical, evaluative and critical
thinking, and their expression, and problem-solving and design skills. Through study and practice in
theatrical analysis, playscript interpretation and engagement in theatrical production processes, students
develop their aesthetic sensitivity, interpretive skills, and communication, design, technological and
management knowledge.
The study of theatre, in all its various forms, is relevant to students who wish to pursue further study
in theatrical production, theatre history, communication, writing and acting at tertiary level or through
vocational educational training settings or to pursue industry or community related pathways.
Aims
This study enables students to:
• acquire knowledge of theatre, including its styles, traditions, purposes and audiences
• interpret playscripts through engagement in the production process
• creatively and imaginatively explore and experiment with theatrical possibilities
• develop and apply stagecraft knowledge and skills to interpret playscripts
• develop an understanding of themselves as theatre makers and practitioners
• develop an appreciation of theatre and its significance as an art form
• apply skills of theatrical analysis and evaluation to their own production work and that of others
• participate in the theatrical life of their community.
Structure
The study is made up of four units:
Unit 1: Pre-modern theatre
Unit 2: Modern theatre
Unit 3: Playscript interpretation
Unit 4: Performance interpretation
Each unit deals with specific content contained in areas of study and is designed to enable students
to achieve a set of outcomes for that unit. Each outcome is described in terms of key knowledge and
key skills.
A list of terms used across Units 1 to 4 is included on page 10.
Entry
There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to
undertaking Unit 4. Units 1 to 4 are designed to a standard equivalent to the final two years of secondary
education. All VCE studies are benchmarked against comparable national and international curriculum.
Duration
Each unit involves at least 50 hours of scheduled classroom instruction over the duration of a semester.
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Introduction
Changes to the Study design
During its period of accreditation minor changes to the study will be announced in the VCAA Bulletin
VCE, VCAL and VET. The Bulletin is the only source of changes to regulations and accredited studies.
It is the responsibility of each VCE teacher to monitor changes or advice about VCE studies published
in the Bulletin.
MONITORING FOR Quality
As part of ongoing monitoring and quality assurance, the Victorian Curriculum and Assessment
Authority will periodically undertake an audit of VCE Theatre Studies to ensure the study is being
taught and assessed as accredited. The details of the audit procedures and requirements are published
annually in the VCE and VCAL Administrative Handbook. Schools will be notified if they are required
to submit material to be audited.
Safety and wellbeing
It is the responsibility of the school to ensure that duty of care is exercised in relation to the health and
safety of all students undertaking Theatre Studies. In this study students may be involved in the handling
of potentially hazardous equipment and the use of chemicals, for example adhesives, solvents and
paints used when working in set or costume design. Some lifting and movement of heavy objects may
be required within this study and students should be instructed on the appropriate ways of lifting and
moving these objects. Students and teachers must be aware of acceptable levels of sound, particularly
when using amplifiers and PA systems. Equipment should be ‘tested and tagged’ to comply with safety
regulations. Regulations must be followed regarding persons working two metres or more above the
ground. For activities that take place in a performance space, all people who access the space during
the activity must be made aware of relevant safety and evacuation procedures.
The Victorian WorkCover Authority website www.workcover.vic.gov.au/ updates relevant occupational
health and safety regulations on a regular basis. Relevant information is also provided on the Department
of Education and Early Childhood Development website www.education.vic.gov.au/hr/ohs/.
EMPLOYABILITY SKILLS
This study offers a number of opportunities for students to develop employability skills. The ‘Advice for
teachers’ companion document provides specific examples of how students can develop employability
skills during learning activities and assessment tasks.
LEGISLATIVE COMPLIANCE
When collecting and using information, the provisions of privacy and copyright legislation, such as
the Victorian Information Privacy Act 2000 and Health Records Act 2001, and the federal Privacy Act
1988 and Copyright Act 1968, must be met.
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Assessment and reporting
SATISFACTORY COMPLETION
The award of satisfactory completion for a unit is based on a decision that the student has demonstrated
achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s
assessment of the student’s performance on assessment tasks designated for the unit. Designated
assessment tasks are provided in the details for each unit. The Victorian Curriculum and Assessment
Authority publishes online an assessment handbook that includes advice on the assessment tasks and
performance descriptors for assessment for Units 3 and 4.
Teachers must develop courses that provide opportunities for students to demonstrate achievement
of outcomes. Examples of learning activities are provided in the ‘Advice for teachers’ companion
document.
Schools will report a result for each unit to the Victorian Curriculum and Assessment Authority as
S (Satisfactory) or N (Not Satisfactory).
Completion of a unit will be reported on the Statement of Results issued by the Victorian Curriculum
and Assessment Authority as S (Satisfactory) or N (Not Satisfactory). Schools may report additional
information on levels of achievement.
Authentication
Work related to the outcomes of each unit will be accepted only if the teacher can attest that, to the
best of their knowledge, all unacknowledged work is the student’s own. Teachers need to refer to the
current VCE and VCAL Administrative Handbook for authentication procedures.
LEVELS OF ACHIEVEMENT
Units 1 and 2
Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision.
Assessment of levels of achievement for these units will not be reported to the Victorian Curriculum and
Assessment Authority. Schools may choose to report levels of achievement using grades, descriptive
statements or other indicators.
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Assessment and reporting
Units 3 and 4
The Victorian Curriculum and Assessment Authority will supervise the assessment of all students
undertaking Units 3 and 4.
In VCE Theatre Studies the students’ level of achievement will be determined by School-assessed
Coursework and an end-of-year examination. The Victorian Curriculum and Assessment Authority
will report students’ level of performance on each assessment component as a grade from A+ to E or
UG (ungraded). To receive a study score, students must achieve two or more graded assessments and
receive S for both Units 3 and 4. The study score is reported on a scale of 0–50; it is a measure of how
well the student performed in relation to all others who took the study. Teachers should refer to the
current VCE and VCAL Administrative Handbook for details on graded assessment and calculation of
the study score. Percentage contributions to the study score in VCE Theatre Studies are as follows:
• Units 3 and 4 School-assessed Coursework: 45 per cent
• End-of-year Stagecraft examination: 25 per cent
• End-of-year written examination: 30 per cent.
Details of the assessment program are described in the sections on Units 3 and 4 in this study design.
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Terms used in this study
For the purposes of this study design and associated assessment the following definitions will apply.
PLAYSCRIPT
A written play text that may be a whole play or excerpts from a play.
STAGECRAFT
Stagecraft is the term used to describe areas of production. There are many areas of stagecraft; however,
for the purposes of this study they are defined as:
• Acting
• Design: costume
• Design: make-up
• Design: lighting
• Design: properties
• Design: set
• Design: sound
• Direction
• Theatre technologies
• Production management: publicity and/or marketing
• Stage management.
THEATRICAL production process
For the purposes of this study the production process is described as having three distinct but interrelated
stages. The stages of this process are planning, development and presentation.
THEATRICAL STYLES
Theatrical styles are the practices and traditions of theatre which have come to be accepted as
conventional and are particular to specific times, places, peoples and cultures. By their very nature,
theatrical styles are not static, constant or definitive but are indicative, for example a theatrical style
might indicate a historical period or political movement. In modern theatre it is understood that
theatrical styles are fluid and experimental and evolve in response to a range of contexts and purposes.
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Unit 1: Pre-modern theatre
This unit focuses on the application of acting and other stagecraft in relation to theatrical styles of
the pre-modern era. Students work with playscripts from the pre-modern era of theatre, focusing on
works created up to 1920 in both their written form and in performance. They also study theatrical
and performance analysis and apply these skills to the analysis of a play in performance.
Periods from the pre-modern era of theatre include Ancient Greek, Roman, Liturgical drama such as
morality/miracle/mystery plays, Italian and the Commedia Dell’Arte, Elizabethan and Shakespearean,
Restoration comedies and dramas, Neo-classical, Spanish and French, Naturalism/Realism, and
non-Western theatre such as Beijing Opera, Noh theatre, Bunraku and Kabuki and other traditional
indigenous theatre forms.
Area of study 1
Pre-modern theatre
In this area of study students explore playscripts from the pre-modern era of theatre, that is, works
prior to the 1920s. Students study playscripts from at least three distinct theatrical periods. They learn
about contexts, cultural origins, theatrical styles, use of stagecraft and performance possibilities for
each of the selected playscripts. Through practical workshops students gain knowledge of how these
periods have shaped and contributed to the world of pre-modern theatre.
Outcome 1
On completion of this unit the student should be able to identify and describe the distinguishing features
of pre-modern theatre playscripts.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 1.
Key knowledge
• characteristics and features of three or more pre-modern theatre periods
• approaches to interpreting text in playscripts from the pre-modern era
• theatre contexts from the pre-modern era
• use and application of theatrical styles, acting skills and stagecraft to shape performances of
playscripts from the pre-modern era
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Unit 1
theatre studies 2014–2018
• approaches to creating and manipulating actor–audience relationships in the performance of
playscripts from the pre-modern era
• theatre terminology and expressions.
Key skills
• describe characteristics of theatre from the pre-modern era
• research texts and contexts of playscripts
• demonstrate knowledge of theatrical styles
• describe actor–audience relationship
• research and apply stagecraft other than acting to interpret playscripts
• use theatre terminology and expressions appropriately.
AREA OF STUDY 2
Interpreting playscripts
This area of study focuses on the presentation of playscripts from the pre-modern era of theatre. Students
apply acting and other stagecraft to interpret playscripts from at least three distinct theatrical periods
from the pre-modern era. Students learn how acting and other stagecraft can be informed by different
theatrical styles and contexts. They also learn about processes of developing character, the effect the
audience has on acting and the use of acting skills to enhance text interpretation. Through rehearsals
and performance students gain knowledge of how these playscripts can be interpreted.
Outcome 2
On completion of this unit the student should be able to apply acting and other stagecraft to interpret
playscripts from the pre-modern era.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 2.
Key knowledge
• the interpreting of playscripts from three or more theatre periods of the pre-modern era
• contexts of playscripts from the pre-modern era
• theatrical styles from the pre-modern era
• the role of the audience in the pre-modern era
• acting techniques and stagecraft from a range of theatre from the pre-modern era, including ways
of creating character, use of expressive skills, and use of compositional skills.
Key skills
• interpret playscripts from the pre-modern era
• convey the contexts of playscripts from the pre-modern era
• apply appropriate theatrical styles when presenting playscripts from the pre-modern era
• perform playscripts from the pre-modern era
• develop and sustain character
• apply expressive skills through acting and other stagecraft
• apply compositional skills through acting and other stagecraft
• employ a range of acting and stagecraft techniques.
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Unit 1
AREA OF STUDY 3
Analysing a play in performance
This area of study focuses on an analysis of a professional performance of a playscript. Students
explore the nature of theatrical analysis including theatrical styles, audience perspective, acting
skills, use of other stagecraft and the ways in which the contexts of a playscript have been interpreted
through performance. Where possible, for this outcome, students should analyse a pre-modern play
in performance.
Outcome 3
On completion of this unit the student should be able to analyse a performance of a playscript.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 3.
Key knowledge
• the nature of theatrical and performance analysis
• the ways in which an audience constructs meaning from a theatrical performance
• how theatrical interpretations are informed by the contexts of the playscript
• theatrical styles used to shape a performance
• acting techniques applied to a play in performance
• establishment and maintenance of actor–audience relationship
• the use of stagecraft to support and enhance acting
• theatre terminology and expressions.
Key skills
• analyse a theatrical performance
• describe the ways in which meaning is constructed by an audience
• describe the ways in which the performance is informed by the contexts of the playscript
• explain the application of theatrical styles in a performance
• analyse the use of acting in a performance
• use theatre terminology and expressions appropriately.
ASSESSMENT
The award of satisfactory completion for a unit is based on a decision that the student has demonstrated
achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s
assessment of the student’s overall performance on assessment tasks designated for the unit.
The key knowledge and key skills listed for each outcome should be used for course design and the
development of learning activities. The key knowledge and key skills do not constitute a checklist and
such an approach is not necessary or desirable for determining the achievement of outcomes.
Assessment tasks must be a part of the regular teaching and learning program and must not unduly add
to the workload associated with that program. They must be completed mainly in class and within a
limited timeframe. Teachers should select a variety of assessment tasks for their assessment program
to reflect the key knowledge and key skills being assessed and to provide for different learning styles.
For this unit students are required to demonstrate achievement of three outcomes. As a set these
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Unit 1
theatre studies 2014–2018
outcomes encompass all areas of study.
Demonstration of achievement of Outcomes 1, 2 and 3 must be based on the student’s performance
on a selection of assessment tasks. Where teachers allow students to choose between tasks they must
ensure that the tasks they set are of comparable scope and demand.
Assessment tasks for this unit are selected from the following:
• performance of playscripts from the pre-modern era
• oral/visual/multimedia reports/presentations
• tests
• responses to structured questions
• research report.
At least one assessment task must be performance-based and at least one task must be written.
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Unit 2: Modern theatre
In this unit students study theatrical styles and stagecraft through working with playscripts in both their
written form and in performance with an emphasis on the application of stagecraft. Students work with
playscripts from the modern era, focusing on works from the 1920s to the present. They study theatrical
analysis and production evaluation and apply these skills to the analysis of a play in performance.
Theatrical movements in the modern era include Epic Theatre, Constructivist theatre, Theatre of the
Absurd, Political theatre, Feminist theatre, Expressionism, Eclectic theatre (contemporary theatre that
incorporates a range of theatrical styles), Physical theatre, Verbatim theatre, Theatre in Education.
Area of study 1
Modern theatre
This area of study focuses on an exploration of playscripts from the modern era of theatre, that is,
works from the 1920s to the present. Students study at least three distinct theatrical movements from
this era and playscripts associated with each movement. Students learn about the contexts, origins,
theatrical styles, production processes, use of stagecraft and performance possibilities of each playscript.
Through practical workshops involving the application of stagecraft, students gain knowledge of how
each movement has shaped and contributed to the world of modern theatre.
Outcome 1
On completion of this unit the student should be able to identify and describe the distinguishing features
of modern era theatre playscripts.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 1.
Key knowledge
• three or more theatrical movements from the modern era
• origins of playscripts from the modern era
• contexts of playscripts from the modern era
• theatrical styles of playscripts from the modern era
• production processes of playscripts from the modern era
• text interpretation through the use of stagecraft
• previous interpretations of the playscript.
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theatre studies 2014–2018
Key skills
• describe the factors that influenced the development of the theatre movement
• understand contexts of playscripts
• investigate uses of theatrical styles
• demonstrate knowledge of production processes
• research uses of stagecraft
• research the impact of stagecraft on audiences.
AREA OF STUDY 2
Interpretation through stagecraft
In this area of study students apply stagecraft to realise playscripts from at least three distinct theatrical
movements from the modern era. They also learn how stagecraft is informed by and contributes to the
development of different theatrical styles, and consider ways the application of stagecraft is itself shaped
by the contexts of the playscripts. Through working collaboratively, students gain an understanding
of how stagecraft is applied in a production process to interpret playscripts.
Outcome 2
On completion of this unit the student should be able to apply stagecraft to interpret playscripts from
the modern era.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 2.
Key knowledge
• the interpreting of playscripts from three or more theatrical movements of the modern era
• contexts of playscripts from the modern era
• theatrical styles from the modern era
• production processes
• the collaborative nature of theatre production
• processes for designing, developing and applying stagecraft
• ways of documenting ideas that inform interpretation of the playscript.
Key skills
• develop interpretations of playscripts from the modern era
• convey the contexts of playscripts from the modern era
• apply appropriate theatrical styles when presenting playscripts from the modern era
• apply production processes
• work collaboratively
• apply stagecraft
• document ideas that have contributed to the development of the interpretation.
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Unit 2
AREA OF STUDY 3
Analysing a play in performance
This area of study focuses on an analysis and evaluation of a professional performance of a playscript.
Students explore the nature of theatrical analysis and production evaluation, including the application
of stagecraft and its effect on an audience. Where possible, for this outcome, students should analyse
a modern play in performance.
Outcome 3
On completion of this unit the student should be able to analyse and evaluate stagecraft in a performance
of a playscript.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 3.
Key knowledge
• the nature of theatrical analysis and production evaluation
• how application of stagecraft enables an audience to construct meaning from a performance
• the way in which stagecraft is applied
• the ways in which theatrical styles are interpreted by stagecraft
• how the application of stagecraft is informed by the contexts of the playscript.
Key skills
• analyse and evaluate a theatrical performance
• analyse application of stagecraft
• evaluate the ways in which stagecraft enables an audience to construct meaning
• analyse ways in which stagecraft is used to interpret theatrical styles
• analyse connections between contexts of the playscript and the use of stagecraft.
assessment
The award of satisfactory completion for a unit is based on a decision that the student has demonstrated
achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s
assessment of the student’s overall performance on assessment tasks designated for the unit.
The key knowledge and key skills listed for each outcome should be used for course design and the
development of learning activities. The key knowledge and key skills do not constitute a checklist
and such an approach is not necessary or desirable for determining the achievement of outcomes.
Assessment tasks must be a part of the regular teaching and learning program and must not unduly add
to the workload associated with that program. They must be completed mainly in class and within a
limited timeframe. Teachers should select a variety of assessment tasks for their assessment program
to reflect the key knowledge and key skills being assessed and to provide for different learning styles.
For this unit students are required to demonstrate achievement of three outcomes. As a set these
outcomes encompass all areas of study.
Demonstration of achievement of Outcomes 1, 2 and 3 must be based on the student’s performance
on a selection of assessment tasks. Where teachers allow students to choose between tasks they must
ensure that the tasks they set are of comparable scope and demand.
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Unit 2
theatre studies 2014–2018
Assessment tasks for this unit are selected from the following:
• performance of playscripts from the modern era
• oral/visual/multimedia reports/presentations
• tests
• responses to structured questions
• research report.
At least one assessment task must be performance-based and at least one task must be written.
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Unit 3: Playscript interpretation
In this unit students develop an interpretation of a playscript through the stages of the theatrical
production process: planning, development and presentation. Students specialise in two areas of
stagecraft, working collaboratively in order to realise the production of a playscript. They use knowledge
they develop from this experience to analyse the ways stagecraft can be used to interpret previously
unseen playscript excerpts. Students also attend a performance selected from the prescribed VCE
Theatre Studies Unit 3 Playlist published annually in the VCAA Bulletin VCE, VCAL and VET, and
analyse and evaluate the interpretation of the playscript in the performance.
Stagecraft
For Outcome 1 students select two areas of stagecraft with at least one from List A.
List A
Acting
Direction
Design – any one or two of costume, make-up, properties, set, sound.
List B
Design: lighting
Production management: Publicity and/or marketing
Stage management
Theatre technologies.
Production team
For Outcome 1 students form a production team to collaboratively interpret a playscript for performance
to an audience. More than one student may specialise in each area of stagecraft, and schools may
decide to focus only on specific areas of stagecraft. These decisions will be influenced by the playscript
selected for interpretation and/or the size of the class.
Playscripts
Schools will select a playscript for interpretation in a production to an audience and excerpt/s from a
different playscripts for analysis in Outcome 2. Students must study the playscript for the production
they attend and analyse for Outcome 3. The production for Outcome 3 must be selected from the
VCE Theatre Studies Unit 3 Playlist published annually by the Victorian Curriculum and Assessment
Authority.
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Unit 3
theatre studies 2014–2018
Area of study 1
Production process
This area of study focuses on the development of skills that contribute to the interpretation of a
playscript. Students work collaboratively to contribute to the development of a production. As a
member of the production team, students undertake exercises and tasks throughout the stages of the
production process leading to the development of a playscript.
Students develop an understanding of, and enhance skills in applying, two areas of stagecraft across
all stages of the production process. They also develop other skills that contribute to the theatre
production process, for example, thinking imaginatively and creatively, working collaboratively, time
management, planning and scheduling.
Outcome 1
On completion of this unit the student should be able to apply stagecraft to interpret a playscript for
performance to an audience.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 1.
Key knowledge
• the nature and purpose of the three stages of the production process in the development of an
imaginative interpretation of a playscript
• contributions of individuals working in collaboration with others as part of the production team
to interpret a playscript throughout the stages of the production process:
– production planning including developing initial concepts for the production
– production development including exploring and trialling approaches to achieving production
aims
– presentation including involvement in bump-in, technical/dress rehearsals, performances,
bump-out and evaluation
• techniques used in two areas of stagecraft as part of a production process, culminating in the
performance of a playscript to an audience
• strategies for documenting and reflecting on the production process
• theatre terminology and expressions.
Key skills
• demonstrate an understanding of the stages of a production process
• contribute effectively to the development of an imaginative interpretation of a playscript through
involvement in each stage of the production process, culminating in a performance to an audience
• demonstrate understanding of the ways stagecraft can be applied to interpret a playscript in
performance
• apply two areas of stagecraft to contribute to the development and presentation of a production to
an audience
• contribute effectively to two areas of stagecraft in collaboration with the production team throughout
all stages of production
• use theatre terminology and expression appropriately.
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Unit 3
AREA OF STUDY 2
Theatrical interpretation
In this area of study students explore how stagecraft can be applied across the stages of the production
process to interpret the theatrical possibilities of excerpts from a playscript. Students interpret previously
unseen playscript excerpts and other stimulus material, formulating and justifying possible theatrical
responses and documenting their interpretation. The documentation should include written material
and annotated illustrations, as appropriate, to support interpretive choices.
Outcome 2
On completion of this unit the student should be able to document an interpretation of excerpts from
a playscript and explain how stagecraft can be applied in the interpretation.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 2.
Key knowledge
• theatrical and production possibilities of excerpts from a playscript
• the language of the playscript excerpts, including their nature, purpose and effect
• ways in which meaning can be constructed in theatrical performance through the application of
stagecraft
• theatre terminology and expressions.
Key skills
• describe ways in which stagecraft can be used imaginatively to interpret excerpts from a playscript
• justify how the interpretation could be realised through the application of stagecraft
• document an interpretation of the excerpts
• use theatre terminology and expression appropriately.
AREA OF STUDY 3
Production analysis
In this area of study students analyse and evaluate an interpretation of a playscript in a production
from the prescribed VCE Theatre Studies Unit 3 Playlist.
Students analyse and evaluate the relationship between the written playscript and its interpretation on
stage. In doing so students study ways the interpretation on stage draws on and changes the context in
the playscript. This includes the decisions that have been made when interpreting the playscript, for
example decisions about design, direction and acting.
Students also evaluate ways individuals, for example, the director, the lighting designer or the stage
manager, have contributed to the performance through the application of stagecraft. Students study
how the theatrical styles implied in the written playscript are interpreted when the play is performed
to an audience.
Student analysis and evaluation of the production is informed by work undertaken in Areas of Study
1 and 2 on interpreting the text of a playscript for development into a performance. Students develop
an understanding of the terminology and expressions associated with analysing theatrical productions.
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Unit 3
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Outcome 3
On completion of this unit the student should be able to analyse and evaluate the interpretation of a
written playscript in production to an audience.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 3.
Key knowledge
• the contexts of the interpretation of a written playscript
• decisions taken that were evident in the production to interpret the written playscript for performance
• the application of acting and other stagecraft to develop the written playscript for performance
• theatrical styles in the written playscript and in the play in performance
• terminology and expressions used to describe, analyse and evaluate a theatrical production.
Key skills
• analyse ways in which the contexts of a written playscript were interpreted through performance
to an audience
• evaluate the interpretation of the written playscript for performance
• analyse and evaluate the application of acting and other stagecraft to develop the written playscript
for performance
• discuss similarities and differences of theatrical styles between the playscript and the play in
performance
• use appropriate theatrical terminology and expressions.
Assessment
The award of satisfactory completion for a unit is based on a decision that the student has demonstrated
achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s
assessment of the student’s overall performance on assessment tasks designated for the unit. The
Victorian Curriculum and Assessment Authority publishes online an assessment handbook for this
study that includes advice on the assessment tasks and performance descriptors for assessment.
The key knowledge and key skills listed for each outcome should be used for course design and the
development of learning activities. The key knowledge and key skills do not constitute a checklist
and such an approach is not necessary or desirable for determining the achievement of outcomes.
Assessment of levels of achievement
The student’s level of achievement in Unit 3 will be determined by School-assessed Coursework and
an end-of-year written examination.
Contribution to final assessment
School-assessed Coursework for Unit 3 will contribute 30 per cent.
The level of achievement for Units 3 and 4 is also assessed by an end-of-year stagecraft examination,
which will contribute 25 per cent, and an end-of-year written examination, which will contribute
30 per cent.
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Unit 3
School-assessed Coursework
Teachers will provide to the Victorian Curriculum and Assessment Authority a score representing an
assessment of the student’s level of achievement.
The score must be based on the teacher’s rating of performance of each student on the tasks set out in
the following table and in accordance with the assessment handbook published online by the Victorian
Curriculum and Assessment Authority. The assessment handbook also includes advice on the assessment
tasks and performance descriptors for assessment.
Assessment tasks must be a part of the regular teaching and learning program and must not unduly
add to the workload associated with that program. They must be completed mainly in class and within
a limited timeframe. Where teachers provide a range of options for the same assessment task, they
should ensure that the options are of comparable scope and demand. Teachers should select a variety
of assessment tasks for their program to reflect the key knowledge and key skills being assessed and
to provide for different learning styles.
Outcomes
Marks allocated*
Outcome 1
Apply stagecraft to interpret a playscript for
performance to an audience.
Outcome 2
Document an interpretation of excerpts from a
playscript and explain how stagecraft can be applied
in the interpretation.
Outcome 3
Analyse and evaluate the interpretation of a written
playscript in production to an audience.
Total marks
Assessment tasks
60
Practical application of two areas of stagecraft
across all stages of the production process, and
demonstration of understanding of how selected
stagecraft can be effectively applied to interpret a
playscript in performance to an audience.
15
Documentation that describes how stagecraft can be
utilised to interpret previously unseen excerpt from
a playscript. The documentation may be in one or a
combination of the following formats:
• a written report
• structured questions
• a multimedia report.
25
An analysis and evaluation of an interpretation of a
prescribed playscript in any one or a combination of
the following formats:
• a written report
• an analytical essay
• structured questions.
100
*School-assessed Coursework for Unit 3 contributes 30 per cent.
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Unit 4: Performance interpretation
In this unit students study a scene and associated monologue from the Theatre Studies Stagecraft
Examination Specifications published annually by the Victorian Curriculum and Assessment Authority,
and develop a theatrical treatment that includes the creation of a character by an actor, stagecraft
possibilities, and appropriate research. Students interpret a monologue from within a specified scene
using selected areas of stagecraft to realise their interpretation. Students’ work for Outcomes 1 and 2
is supported through analysis of a performance they attend selected from the prescribed VCE Theatre
Studies Unit 4 Playlist published annually in the VCAA Bulletin VCE, VCAL and VET.
Monologue selection
For Outcomes 1 and 2 students must select a playscript, scene and monologue from the Theatre Studies
Stagecraft Examination Specifications published annually by the Victorian Curriculum and Assessment
Authority. The list will consist of a set of prescribed play titles, a specified scene from each play and a
selected monologue from that scene. Students select one scene from one prescribed play and analyse
and evaluate its content and use selected stagecraft to present an interpretation of the monologue.
Scene
In this unit, the term ‘scene’ refers to a designated segment/s of a playscript selected from the Theatre
Studies Stagecraft Examination Specifications.
Stagecraft
In Unit 4, Outcomes 1 and 2, stagecraft includes:
• Acting and direction
OR
• Design – any two of make-up, costume, set pieces, properties, sound.
In Unit 4, Outcome 3, students analyse acting, direction and design, and any of, as appropriate to the
production, make-up, costume, set/set pieces, properties, sound and lighting.
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Unit 4
Area of study 1
Monologue interpretation
This area of study focuses on the interpretation of a monologue from a playscript selected from the
monologue list in the Theatre Studies Stagecraft Examination Specifications.
Students select a monologue from the list and study the text of the monologue, the prescribed scene
and the playscript from which the scene is derived. Students apply selected stagecraft from the list for
Unit 4 to interpret the monologue. The interpretation of the monologue is informed by study of the
prescribed scene and the complete playscript. Students make decisions about the contexts, theatrical
styles and theatrical possibilities for interpreting the monologue. Students apply their selected areas of
stagecraft to realise and present their interpretation of the monologue. They also consider relationships
between acting, direction and design.
Outcome 1
On completion of this unit the student should be able to interpret a monologue from a playscript and
justify their interpretive decisions.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 1.
Key knowledge
• the text of the monologue, the scene in which it is embedded and the playscript from which the
scene is derived
• the contexts of the monologue, scene and playscript, including the original
• possibilities for interpretation of the playscript
• intended meanings of the monologue, scene and playscript
• the theatrical styles of the monologue, prescribed scene and playscript
• the ways the contexts and the development of the theatrical work are interconnected
• the influences on theatrical presentations to an audience
• the ways selected stagecraft can be applied to interpret a monologue in performance
• theatre terminology and expressions.
Key skills
• conduct research and apply discoveries to make informed decisions in an interpretation of a
playscript
• interpret the contexts of the monologue
• convey intended meanings of the monologue
• apply theatrical styles to the monologue
• interpret the monologue by applying selected stagecraft
• present an interpretation of the monologue
• use theatre terminology and expressions appropriately.
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AREA OF STUDY 2
Scene interpretation
In this area of study students develop a theatrical treatment that outlines an interpretation of a monologue
and a prescribed scene. Students outline an interpretation of the scene, focusing on the ways in which
the scene could be approached as a piece of theatre, including its place within the playscript, its
specific structure, its characters, its themes, images and ideas, its theatrical possibilities, its theatrical
styles and the ways in which their selected stagecraft could be employed to convey its intended
meanings. Students also study the scene in relation to the contexts of the playscript and influences on
the playwright. In their theatrical treatment, they also demonstrate an understanding of the application
of their selected stagecraft for a performance to an audience. They conduct and evaluate research as
the basis for decisions that will inform their interpretation.
Outcome 2
On completion of this unit the student should be able to develop a theatrical treatment that presents
an interpretation of a monologue and its prescribed scene.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 2.
Key knowledge
• contexts of the period in which the playscript is set
• contexts of the period in which the playscript was conceived
• influences on the playwright/s
• the place of the scene within the playscript
• ways in which themes, images and ideas can be conveyed within a scene
• the structure and plot of, and the character/s in, the playscript
• the ways theatrical styles can be applied
• the theatrical possibilities including ways in which the playscript may be interpreted as a piece of
theatre for an audience
• the ways stagecraft can be applied to communicate meaning
• theatrical language, terminology and expression.
Key skills
• research the contextual background of the selected playscript
• apply research to develop an interpretation of a monologue and its specified scene
• apply stagecraft
• apply theatrical styles
• make decisions to enhance interpretation
• outline theatrical possibilities
• convey intended meanings of a monologue and its specified scene
• use theatre terminology and expression appropriately.
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Unit 4
AREA OF STUDY 3
Performance analysis
In this area of study students focus on the analysis and evaluation of the acting and design in a production
selected from the prescribed VCE Theatre Studies Unit 4 Playlist.
Students attend a production selected from the Unit 4 Playlist. They analyse and evaluate how actor/s
interpret the playscript in the performance and the relationship between acting, direction and design.
In doing so students study the character/s in the play and how the actor/s interpreted them on stage.
Students develop an understanding of the expressive skills used by the actor/s to portray the character/s,
including facial expression, voice, gesture, movement, stillness and silence. Students also develop an
understanding of other aspects of acting and direction, including focus, the use of the acting space,
the use of verbal and non-verbal language to convey the intended meanings of the play, the use of
stagecraft by the actor/s in the production, and the establishment and maintenance of the actor–audience
relationship. Students’ understanding of the techniques being used by the actor/s, director/s and
designer/s is informed by techniques they use to interpret the monologue they selected for Outcome 1.
Students study the interrelationships between the acting and the theatrical style/s utilised in the
production. They refine their understanding of the terminology and expressions associated with
analysing theatrical productions.
Outcome 3
On completion of this unit the student should be able to analyse and evaluate acting in a production.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 3.
Key knowledge
• the character/s in the production including status, motivation and characteristics
• interpretation by actor/s of a playscript in performance
• expressive skills including facial expression, voice, gesture, movement, stillness and silence used
by the actor/s to realise character/s
• the use of focus and the acting space
• the use of language to convey the intended meanings of the play
• the interrelationships between acting, direction and design
• the establishment and maintenance of the actor–audience relationship
• the interrelationships between acting and theatrical style/s utilised in the production
• understanding of theatrical terminology and expressions to analyse and evaluate a theatrical
production.
Key skills
• analyse the character/s in the production including status, motivation and characteristics
• analyse and evaluate interpretation by actor/s of a playscript in performance, including the
acting skills used by actor/s to realise character/s, the use of focus and the acting space and the
interrelationships between acting, direction and design
• analyse the use of language to convey the intended meanings of the play
• analyse and evaluate the establishment and maintenance of the actor–audience relationship
• analyse the ways that actor/s work within the theatrical style/s utilised in the production
• use theatre terminology and expression appropriately.
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assessment
The award of satisfactory completion for a unit is based on a decision that the student has demonstrated
achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s
assessment of the student’s overall performance on assessment tasks designated for the unit. The
Victorian Curriculum and Assessment Authority publishes online an assessment handbook for this
study that includes advice on the assessment tasks and performance descriptors for assessment.
The key knowledge and key skills listed for each outcome should be used for course design and the
development of learning activities. The key knowledge and key skills do not constitute a checklist and
such an approach is not necessary or desirable for determining the achievement of outcomes.
To demonstrate satisfactory completion of Unit 4, Outcome 1, students must perform an interpretation
of a monologue selected from the current Theatre Studies Stagecraft Examination Specifications.
Assessment of levels of achievement
The student’s level of achievement for Unit 4 will be determined by School-assessed Coursework and
an end-of-year examination.
Contribution to final assessment
School-assessed Coursework for Unit 4 will contribute 15 per cent.
The level of achievement for Units 3 and 4 is also assessed by an end-of-year Stagecraft examination,
which will contribute 25 per cent, and an end-of-year written examination, which will contribute
30 per cent.
School-assessed Coursework
Teachers will provide to the Victorian Curriculum and Assessment Authority a score representing an
assessment of the student’s level of achievement.
The score must be based on the teacher’s rating of performance of each student on the tasks set out in
the following table and in accordance with the assessment handbook published online by the Victorian
Curriculum and Assessment Authority. The assessment handbook also includes advice on the assessment
tasks and performance descriptors for assessment.
Assessment tasks must be a part of the regular teaching and learning program and must not unduly
add to the workload associated with that program. They must be completed mainly in class and within
a limited timeframe. Where teachers provide a range of options for the same assessment task, they
should ensure that the options are of comparable scope and demand. Teachers should select a variety
of assessment tasks for their program to reflect the key knowledge and key skills being assessed and
to provide for different learning styles.
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Outcomes
Marks allocated*
Outcome 2
Develop a theatrical treatment that presents an
interpretation of a monologue and its prescribed
scene.
Unit 4
Assessment tasks
A theatrical treatment that outlines an interpretation
of a monologue from a prescribed scene. The
treatment may be in any one or a combination of the
following formats:
• a written report
• short responses
• structured questions.
25
Outcome 3
Analyse and evaluate acting in a production.
An analysis and evaluation of acting and its
interrelationships to direction and design in a
production from the prescribed playlist in any one or
a combination of the following formats:
• a written report
• short responses
• structured questions.
25
50
Total marks
*School-assessed Coursework for Unit 4 contributes 15 per cent.
Stagecraft examination
Description
Students will interpret a monologue from a scene from a play from the Theatre Studies Stagecraft
Examination Specifications set annually by the Victorian Curriculum and Assessment Authority.
The interpretation will draw on knowledge and skills from Unit 4, Outcome 1 and Outcome 2. Students
will use selected stagecraft to present an interpretation of the monologue and explain their interpretive
decisions.
Conditions
The examination will be completed under the following conditions:
• Duration: up to seven minutes.
• Date: October, on a date to be notified by the Victorian Curriculum and Assessment Authority.
• Victorian Curriculum and Assessment Authority examination rules will apply. Details of these rules
are published annually in the VCE and VCAL Administrative Handbook.
• The interpretation will be marked by assessors appointed by the Victorian Curriculum and
Assessment Authority.
Contribution to final assessment
The stagecraft examination will contribute 25 per cent.
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End-of-year written examination
Description
The examination will be set by a panel appointed by the Victorian Curriculum and Assessment
Authority. Key knowledge and key skills that underpin all outcomes in Unit 3 and Outcomes 2 and 3
in Unit 4 are examinable.
Conditions
The examination will be completed under the following conditions:
• Duration: one and a half hours.
• Date: end-of-year, on a date to be published annually by the Victorian Curriculum and Assessment
Authority.
• Victorian Curriculum and Assessment Authority examination rules will apply. Details of these
rules are published annually in the VCE and VCAL Administrative Handbook.
• The interpretation will be marked by assessors appointed by the Victorian Curriculum and
Assessment Authority.
Contribution to final assessment
The written examination will contribute 30 per cent.
Further advice
The Victorian Curriculum and Assessment Authority publishes specifications for all VCE examinations
on the Victorian Curriculum and Assessment Authority website. Examination specifications include
details about the sections of the examination, their weighting, the question format/s and any other
essential information. The specifications are published in the first year of implementation of the revised
Units 3 and 4 sequence together with any sample material.
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