Assessment Report

Level 2 Drama 2019

Standards 91215  91219

 

Part A: Commentary

Candidates are expected to show an understanding of the aspects and purpose of live performances both performed in and viewed themselves, a theatre form and related text studied, and use detailed evidence to support their responses.

Many candidates showed an understanding of both live performances and the theatre form studied, and were able to discuss to differing degrees connections to ideas, purpose, and social and political context.

Glossaries are provided at the start of both papers, however, candidates still need to be familiar with drama terminology to understand the questions and use the terms confidently in their answers. A clearer understanding of conventions, in particular, would help many candidates offer accurate and coherent responses.

 

Part B: Report on standards

91215:  Discuss a drama or theatre form or period with reference to a text

Candidates who were awarded Achievement commonly:

  • identified a text relevant to the drama or theatre form or period
  • linked responses to the text when discussing the key features of the drama or theatre form or period
  • supported the response with some evidence from the text, usually using specific details rather than quotations
  • showed emerging understanding of the ideas within, and the purpose of, the drama or theatre form or period and/or the text
  • described how a key performance feature was used in a typical performance of the text, with some specificity
  • described the opening moment of a typical performance of the text, using description and/or sketch, with some specificity
  • described briefly how a correctly identified convention created, built or reduced tension in the performance of the chosen text, for either the characters or the audience.

Candidates whose work was assessed as Not Achieved commonly:

  • gave limited responses
  • failed to articulate what was typical of the drama or theatre form or period
  • provided generic responses about the drama or theatre form or period without referencing or providing any evidence from a text
  • wrote about modern adaptations, which led to incorrect responses about the typical drama or theatre form or period
  • did not write about the opening moment of the text
  • focused on elements, techniques and technologies, when conventions were asked for.

Candidates who were awarded Achievement with Merit commonly:

  • demonstrated clear knowledge of the drama or theatre form or period and text across all responses
  • responded to both parts of the question, in some detail
  • supported responses with detailed evidence
  • used some specific terminology related to the drama or theatre form
  • demonstrated clear and coherent understanding of the key features of the drama or theatre period or form used in the selected text
  • showed clear understanding of the historical, social and political context of the drama or theatre form or period, and the ideas within, and purpose of, the text.

Candidates who were awarded Achievement with Excellence commonly:

  • used the specific terminology related to the drama or theatre form or period
  • offered specific, well-considered evidence to support their responses, valuing quality over quantity
  • used insightful evidence to show clear understanding of drama or theatre form or period and the text, e.g. evidence from historical/social/political context, playwrights/theatre practitioners
  • showed insightful understanding of the purpose of the text, and how the purpose reflected the social/political context at the time of writing/performance
  • demonstrated insightful understanding of the meaning that the audience drew from the performance.

Standard specific comments

Overall, candidates had strong knowledge of the drama or theatre forms or periods. In particular, a strong historical knowledge was demonstrated.

The drama or theatre forms or periods that candidates wrote about successfully were: Elizabethan Theatre, Epic Theatre, Political Theatre, Ancient Greek Theatre, Theatre of the Absurd, Post-War American Realism.

Very few candidates wrote about Medieval Theatre, and only a few wrote about New Zealand/Pasifika Theatre.

Candidates who wrote about Commedia Del Arte, tended to write about the form generically, without any references to a specific text. If candidates are to write on Commedia Del Arte, they are advised to choose one specific performance and make clear links to this in their responses.

Some candidates demonstrated an in-depth, in some cases insightful, knowledge of the drama or theatre form or period, but failed to make specific references to a text and therefore did not meet the Achievement Criteria.

More specific and detailed evidence from a text across the range of responses would have helped candidates to be increasingly clear and perceptive.


 

 

91219:  Discuss drama elements, techniques, conventions and technologies within live performance

Candidates who were awarded Achievement commonly:

  • wrote both about a performance in which they performed, and one viewed as an audience member
  • used some drama terminology, not always correctly
  • provided simple descriptions of the use of a convention, technologies and techniques in the live performances
  • understood some of the ideas within, and the purpose of, the live performances
  • provided only brief descriptions or limited evidence.

Candidates whose work was assessed as Not Achieved commonly:

  • wrote incomplete responses
  • focused on the plot of the performances, rather than drama elements, techniques, conventions and technologies
  • showed a very rudimentary understanding of terminology
  • gave generic responses with little specific evidence about the use of conventions, technologies and techniques in performances
  • showed only a sketchy understanding of the performances
  • included irrelevant discussion of ideas or themes, unrelated to the question
  • demonstrated limited understanding of conventions
  • confused drama techniques and drama technologies.

Candidates who were awarded Achievement with Merit commonly:

  • responded to both parts of the questions, in some detail
  • supported responses with detailed evidence
  • had a clear understanding of the terminology
  • used drama terminology accurately
  • described use of convention, technologies and techniques in performance clearly and in detail
  • referenced wider ideas, themes and purpose in a confident, detailed and evidenced manner.

Candidates who were awarded Achievement with Excellence commonly:

  • demonstrated strong command of drama terminology, and a high level of drama knowledge
  • had a detailed and perceptive understanding of performances, referencing playwright’s and/or director’s intention
  • commented on the deeper themes and production aspects in a way that demonstrated perceptive knowledge of the themes, the world of the play and the wider world
  • made perceptive links between the convention used in performance, the key message and its importance.

Standard specific comments

Overall, candidates showed some thoughtful understanding of live performances.

Drama performances that were complex in form and purpose provided rich material for candidates to construct responses. Candidates who wrote about Musical Theatre often had difficulty showing perceptive understanding.

Candidates who wrote about lighting as a technology tended to be limited in their responses.

A number of candidates wrote about written scripts rather than performances they had performed in or viewed. Candidates are advised to read direction in the questions carefully before crafting their responses.

Drama subject page

 

Previous years' reports
2016 (PDF, 208KB)

2017 (PDF, 42KB)

2018 (PDF, 112KB)

 
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