Drama - moderator's newsletter
November 2011
Contents
- Definitions of Flow and Dramatic unity
- Devising versus dramatisation
- Level 1 aligned standards and assessment resources on TKI
- New and draft standards following the NCEA standards alignment – Drama
- Preparing digital visual submissions for moderation
- Gathering evidence of achievement
Definitions of ‘Flow’ and ‘Dramatic unity’
Achievement at level 1 90997 and the modified level 2 91214 in the Drama creation domain require the devising and performing of a drama. For achievement with Merit the devised drama needs to be coherent.
As per explanatory note 2 in the standard, Coherent means structured to have flow, dramatic unity, and smooth transition between scenes.
Flow
Flow has a sense of dramatic pace - the dialogue moves the action forward and/or develops character.
The drama does not contain dialogue or communication that is verbose or meaningless. The 'flow' will assist in the development of tension.
Transitions have been considered and purposefully organised to support the progress of the drama. For example the drama does not require scenery shifts that mean a performance would be fragmented.
Dramatic unity
The characters behave in a believably consistent way. For example, their diction is consistent unless justified by the script. For example, some one may speak differently in a very different social situation or if they are lying. The behaviour and attitudes of the characters is consistent with the time and setting.
Character relationships have been thought through and presented with some consistency. If there are time shifts they are presented using conventions and structured so the audience understands. Purposeful or efficient transitions also help to support the dramatic unity of a piece.
These definitions are also consistent with the requirements for Level 2 91220 (Script a scene suitable for drama performance)
Devising versus dramatisation
There is some misunderstanding as to the role of stimulus material within the devising process. This leads to students developing dramatisations of the source material (such as a shared story or a myth) using through the manipulation of elements and conventions. This is often linked to the misinterpretation of the TKI tasks at level one and two and is an inaccurate interpretation of the requirement of the standard. It is important to note that when students devise drama from the stimuli they have been presented with, the final product is not a re-enactment or dramatisation of the story or legend. It is the themes, ideas or messages within the stimulus that need to be identified. From this point students collaborate to explore and develop a dramatic purpose or intention for the drama and use a devising process to develop and realise this purpose or intention. In EN 2 of both the level 1 standard (90997) and the aligned level 2 standard (91214).
Devise means to create an original drama. It is an ongoing cycle that requires active participation in the creative processes by all members of the group, and involves discussion, exploration and experimentation of elements and conventions, selection and rejection, shaping using elements and conventions, structuring and sequencing, reflecting and refining.
Level 1 assessment resources on TKI
The assessment resources (assessment activities and schedules) on TKI to assess the level 1 aligned achievement standards require modification prior to use. The current activities available through the TKI site have not yet been pre-moderated by NZQA. They are not yet deemed 'fit for purpose'. This process is under way currently and the tasks will be deemed 'fit for purpose' in the near future. Notification of this will be signalled in a future Moderation Newsletter.
New and draft standards following the NCEA standards alignment - Drama
Please refer to the TKI website for information relating to the standards alignment process, the level 1 assessment resources, drama matrix and the draft standards for level 2 and 3.
Preparing digital visual submissions for moderation
Teachers and Principals' Nominees are asked to bear the following considerations in mind when preparing visual submissions for moderation.
Please ensure the camera is focused on the whole stage area with all students in view with minimal panning. Zooming in and out on students does not assist the moderation process.
Gathering evidence of achievement
The following webpage has information regarding assessment opportunities, feedforward and feedback, further assessment opportunities, resubmissions and gathering evidence of achievement.