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NZQA Approved Internal assessment resource Drama 2.4A for Achievement Standard 91216 PAGE FOR TEACHER USE Name: Class: PNBHS Level 2 Drama 2012 AS 2.4 (internal) 4 credits and AS 2.3 (external) 4 credits This resource supports assessment against: Achievement Standard 91216 (2.4) Perform features of a complex drama or theatre form or period and Achievement Standard 91215 (2.3) Discuss a drama or theatre form or period with reference to a text Elizabethan Theatre Student Instructions Date version published by November 2011 Ministry of Education To support internal assessment from 2012 Quality assurance status These materials have been quality assured by NZQA. NZQA Approved number: A-A-11-2011-91216-01-5124 Modified by Chris Burton November 2011 for PNBHS Drama This resource is copyright © Crown 2011 Page 1 of 6 Internal assessment resource Drama 2.4A for Achievement Standard 91216 PAGE FOR TEACHER USE Achievement criteria Achievement Achievement with Merit Achievement with Excellence Perform features of a complex drama or theatre form or period. Perform features of a complex drama or theatre form or period skilfully. Perform features of a complex drama or theatre form or period effectively. Introduction The internally assessed activity (2.4) requires you to perform the features of Elizabethan theatre in an extract from a play written during this period. You will perform individually or in groups of two or three but will be assessed individually. You will perform to an audience of your classmates and teacher. The performance will be filmed. You will also write down your intention for the role, the features you plan to use in your performance, how you will use these features, and why you have used them. This will help you clarify your understanding of the theatre form and your extract. You will hand your assessment written work in prior to your performance. This activity will take place over five to seven weeks of class time. You will be expected to learn lines, rehearse and demonstrate the features of the theatre form, complete the written work, and attend all rehearsals. Your teacher will introduce you to the Elizabethan period and its dramatic features then you will read the selected play aloud as a class and discuss how it fits the genre of Elizabethan theatre. This investigation will also be preparation for the external Achievement standard 2.3 (Discuss a drama or theatre form or period with reference to a text) which you will answer on the same text in the practice exams in Term 3 and at the end of the year. Task 1 Choose an extract Choose an extract from the play which allows you to demonstrate Elizabethan dramatic features and which you will perform for an audience of your classmates and teacher. You may work individually or in a group of two or three people. For solo performances, the length should be 4-7 minutes, for pairs, 8-10 minutes, and for trios, 12-16 minutes. Choose an extract that offers enough opportunities for all group members to perform a range of features of Elizabethan theatre. Task 2 Create your working script Locate the Working Script document on Moodle. Insert your script into this either by downloading and typing or printing and pasting hard copy. Ensure the lines are wellspaced. Task 3 Explore the world of the play and the context of your excerpt. Discuss what you think the playwright’s intentions might have been: What were they influenced by? (socially, politically, historically) Does it contain messages for us today? What are they? Are the themes and ideas universal? What does your character represent in all of this? 2 Internal assessment resource Drama 2.4A for Achievement Standard 91216 PAGE FOR TEACHER USE As you go through the planning process, fill in and add to the Planning and Development document. This must be completed as a course requirement but it is not required to be handed in for assessment. However, it will be a valuable resource for revising for external AS 2.3. Discuss with your teacher: Your reasons for choosing this excerpt Your interpretation of it as regards themes and character motivations Your dramatic intention (see exemplar on P&D document). Task 4 Establish and draft your dramatic intention All drama is about conveying meaning and whatever meaning you give in your final DI is what your performance will be judged by. Following carefully the given directions (P&D doc p5), draft your dramatic intention – note this is a work in progress and may need adapting as you go. Task 5 Explore, block and rehearse the extract Keeping a close eye on your deadlines and paying close attention to Elizabethan staging and acting conventions, explore aspects of blocking and staging your excerpt. Record all stage directions you develop for your character on your working script. During the rehearsal period, you will need to employ physical and historical Elizabethan conventions to convey your dramatic intention. Develop your understanding of: the meaning of the lines you are saying the rhythm and pace of the dialogue the style of your acting the status of the different characters the Elizabethan use of space – block and plot your moves recording them on your working script the feelings of your character’s inner self (as opposed to their outward behaviour) and how these might be conveyed the significance of conventions in your scene, such as the use of disguise or playing across gender. Memorise your lines. Practise presenting your work convincingly, capturing the essence of the dramatic context with impact. Ensure the predominant style of your presentation is Elizabethan and that it enhances the performance. Aim to work with competence, control, and a sense of purpose. Your actions need to be sustained and support the dramatic context of the performance. If you think that costumes, sets, or props will support your use of Elizabethan features, discuss with your teacher whether these are available for you to use. For example, you may wish to use a symbolic item of costume with a specific colour to indicate meaning about your role. Dummy run your performance for your teacher and other students. Listen to their advice and consider whether you should make changes. 3 Internal assessment resource Drama 2.4A for Achievement Standard 91216 PAGE FOR TEACHER USE Task 6 Write your final dramatic intention Locate the Final Dramatic Intention document on Moodle. Insert your final DI into this either by downloading and typing or printing and pasting hard copy. Task 7 Create your assessment script Locate the assessment script document on Moodle. Insert your script into this either by downloading and typing or printing and pasting hard copy. Ensure the lines are well-spaced. In the right column of your assessment script write: identify the feature of Elizabethan theatre you will use on a specific line describe how you will use it explain why you will use it (the intended effect – which should clearly link to details of your dramatic intention.). You need to identify the features for your own role, not those of others in your group. Do this for each feature you will use. Complete the following documents thoroughly and hand in by the given deadline, before you perform. You will fail the Standard if you do not do this. Deadline: ______________________________ Documents: Final Dramatic intention Assessment script Completed cover sheet Task 8 Perform Perform your extract to an audience of your classmates and teacher. It will also be recorded on video. Documents available on Moodle (page 12DRA-BT): Elizabethan/Macbeth Resource 2.4/2.3 Elizabethan Theatre Student Instructions (this doc) Working Script Planning and Development Final Dramatic Intention Assessment Script 4 Internal assessment resource Drama 2.4A for Achievement Standard 91216 PAGE FOR TEACHER USE Assessment schedule: Drama 91216 Elizabethan Theatre Evidence/Judgements for Achievement Evidence/Judgements for Achievement with Merit The student has performed features of a complex drama or theatre form or period. The student has performed features of a complex drama or theatre form or period skilfully. To do this, they have: performed an extract from an Elizabethan play by applying appropriate features of Elizabethan theatre, for example: The student chooses to play Viola from Twelfth Night in Act 1 Scene 5. In their performance, they use: - large, strong steps in a straight line as they enter, to indicate that they are an Elizabethan man - direct and sustained movement as they work the space - an Elizabethan bow to show Olivia respect as she greets her - tall, straight stance in a wide second dance position - lower pitch to disguise the fact she is really a woman dressed as a man - vocal techniques in her first speech to Olivia, including use of higher pitch and a jolly tone for “Most radiant, exquisite and unmatchable beauty-“ contrasted with a more intimate and earnest use of expression for the following part of the speech - iambic pentameter in lines 271-274 by delivering the lines with the correct rhythm, highlighting the key words like “love” through use of increased volume or emphasis provided supporting evidence showing their intentions for their performance and the features demonstrated in the performance Evidence/Judgements for Achievement with Excellence The student has performed features of a complex drama or theatre form or period effectively. To do this, they have: To do this, they have: performed an extract from an performed an extract from an Elizabethan play by skilfully Elizabethan play by skilfully applying appropriate features and effectively applying of Elizabethan theatre, for appropriate features of example: Elizabethan theatre to The student chooses to play enhance the performance, for Viola from Twelfth Night. In example: their performance, they The student chooses to play demonstrate: Viola from Twelfth Night. In their performance, they - voice techniques and demonstrate: eye contact with the audience for the line “I - an accent appropriate to am not that I play” to Viola’s status and show they understand upbringing the use of puns - a greater sense of the - appreciation of the puns poetry and emotion of the to do with sailors in lines whole extract, not just 216-219 and body certain parts language to match, such - a clear rapport with the as a slap on the thighs other actor and audience - understanding of her to play her role with belief status as a messenger - inventiveness in their use and appropriate use of of space and the stage body language to - a clear understanding of support this the irony of the situation - asides to the audience - a clear understanding of on tiers for the iambic the role of the messenger lines and to the in the wider context of groundlings for the puns the play - effeminate use of body language to amuse the performed with focus, audience yet confuse competence, control, and a clear Olivia sense of purpose, making an - understanding of the impact on the audience importance of the provided supporting evidence romantic letter showing their intentions for their convention through using performance and the features flowery and exaggerated demonstrated in the voice techniques and performance. gestures as they deliver the message to Olivia from Orsino - a controlled, almost conversational quality of voice and body to engage Olivia’s affections performed with focus, competence, control, and a clear sense of purpose and sustained this throughout the performance provided supporting evidence showing their intentions for their performance and the features demonstrated in the performance. Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard. 5 Internal assessment resource Drama 2.4A for Achievement Standard 91216 PAGE FOR TEACHER USE Teacher Guidelines The following guidelines are designed to ensure that teachers can carry out valid and consistent assessment using this internal assessment resource. Teachers need to be very familiar with the outcome being assessed by Achievement Standard Drama 91216. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it. Context/setting This activity requires students to perform features of Elizabethan theatre in an extract from a play written during this period. They will perform individually or in groups of two or three but will be assessed individually. The performance will be filmed. You should guide students through the preparation activities for this task and provide them with sufficient opportunities and resources to explore their scenes. They will complete supporting written evidence that describes their intention for the role, the features they plan to use in your performance, how they will use these features, and why they have used them. Prior learning Before beginning the assessment task, provide opportunities for the students to explore the history and practices of Elizabethan theatre, including research into the form, historical context, and social and political influences, viewing performances in this style, and work shopping the performance features through use of texts from the period. Identify and discuss the features of this theatre form, which might be categorised under the following headings: The use of the stage and/or space The use of movement, voice, and body techniques The use of language and rhythm Conventions particular to this theatre form The influence of the Elizabethan worldview on performance The significance of the type and structure of the plays. Conditions The students will work individually or in groups of two or three but will be assessed individually. Their choice of extracts from the plays should ensure that each member is able to reach all levels of the standard. The students will work on the preparation for the assessment tasks over five to seven weeks, in and out of class. The extract should take between five and fifteen minutes to perform, depending on whether it is performed as a solo or as a group. The students will submit supporting evidence, including a brief statement of intention, a list of the features used, and an explanation of why those features were used. However, the focus of the assessment is the demonstration of the features in performance and not the supporting evidence, which merely augments the performance. Each student must identify their own use of features, not that of group members. Performances must be filmed for moderation purposes. Resource requirements A suitable space that reflects features of the theatres of the time, such as the Globe. (A school hall that has a square stage marked out, with the audience sitting on three sides, is useful). Elizabethan resource copies for students Additional information Technical features are not assessed for this standard, but students may choose to use costumes, sets, or props to help them perform their roles. 6