Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Theatre Performance and Production Presentation The purpose; The component represents an opportunity for you to put together and present in speech and visual images the essence of what has been learned and developed through the practical, performance and production aspects of the course. Given the practical nature of this assessment it is worth remembering that the presentation and the images that accompany it will communicate an experience or experiences of learning by DOING. The presentation must be exciting and dynamic as you discover a voice that will reflect a sensibility, a way of seeing, of doing and of reflecting on theatrical action through the course. You must see this component as an opportunity to articulate your convictions about theatre in practice. These convictions should have been tested and disputed through the experience of doing and making theatre, of watching theatre from your own and other cultures and applying it to your own practice, and in the case of HL, of testing theory by the application of it to your own work. The form; Your aim to start off with should be to select one or two experiences from the course that will act as a starting point to stimulate reflection on the entirety of the course. It is important that you are able to distinguish relationships between aspects of the course and make connections between a role undertaken, a play seen, a technical skill mastered, a play from another culture. In understanding the nature and function of essential elements in the theatre making process, you will need to think about the following ideas. o How can a decision about lighting affect the presentation of a character on stage? o How can immersion in the world of Balinese dance-drama transform the self conscious and stilted student of acting into a physical communicator on stage? o How can a production you have seen radically alter your perception of what is possible in theatre? The visual images reflect the importance of theatre as an act of visual communication. The images should not be merely decorative i.e. ‘here is a picture of me on stage in the production of…’ The way of approaching this is to select images that illustrate the process or experience being described in the verbal presentation. Images are a powerful way of communicating feelings, thoughts and ideas. They help to place what is being said in a wider context by illustrating, juxtaposing or contradicting what is being said. How the images are used in conjunction with the spoken word emphasises or enriches a point that is being made, an idea that is being expressed or a feeling that is being described. o For example, images of specific aspects of theatre from other cultures can be juxtaposed beside one another as a way of investigating contrasting traditions. o Counter pointing image to spoken word can highlight relationships that through their startling contrasts, illustrate a complex concept or a challenge encountered. Visual imagery as an ABSTRACT PARALLEL NARRATIVE provides interesting objective correlatives if you perhaps don’t see your journey as a linear narrative but as a series of impressions or images. HL student’s practice will be informed by research and you should always ensure that the theoretical research passes through practical experience. Theory as theory is merely a verbal exercise, I expect you to show in work throughout the course how theory in practice can enhance theatrical experience and open pathways to new and exciting discoveries. For example; o You might experiment with different ways of using memory as an acting stimulus, researching Stanislavski and Kantor’s ideas on memeory, which may have been a feature of the course. Preparation; Your journal will be virtually complete and in it you will find a record of key experiences that have engendered development over the two years of the course. You have not experienced a fragmented course. You should for be able to make links and connections. Here is an example given by the IBO; o See Death of a Salesman on stage; be encouraged to connect it to a theory of acting, perhaps early Stanislavski, or to a body of ideas about political theatre. Student may notice, in the actor playing Linda, mastery in the delivery of emotion; then they may compare that to a later theatre visit to see a Noh play where emotion is captured and registered by the actor in an entirely different manner. Final point; You must be always cross-reference, make connections and fuse your learning and experiences into new understandings. This task offers freedom and responsibility in equal measures; o Responsibility to make the best of what has been learned and acknowledge in a mature way how it is shaped and changed you as a theatre practitioner. o Freedom to find the most appropriate form for the presentation that communicates the discoveries, developments and challenges faced by you during the theatre course.