Drama - annotated exemplars level 1 AS90006

Apply drama techniques in a dramatic context (1.1)

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Low Excellence

Commentary
Student response

Student 1 page 1 (PDF, 137KB)

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The student plays Ioane in Niu Sila and wears grey shorts and grey shirt.

For Excellence the student needs to apply drama techniques effectively in a dramatic context. This means to present work convincingly, capturing the essence of the dramatic context with impact.

The student uses techniques convincingly to capture the humorous social statement which is the essence of the play Niu Sila. The impact of the applied techniques, which are compatible with his statement of context (1), locates the achievement in the Excellence range.

00:00

The student enters energetically as intended and convincingly establishes the context of meeting up with Peter on the way walking to school.

00:32-1:25

Close proxemics with Peter while walking conveys the boys’ close friendship convincingly. The application of facial, expression, voice and gesture together effectively conveys the humorous mood and playful interaction. The controlled use of pace and pause add impact.

2:08-

The handkerchief scene is played convincingly. Facial expression, use of space and movement subtly show his innocence of breaking the rule, and the student captures the satirical context of the scene by moving desks and waving the invisible handkerchief.

For a more secure Excellence, the student needs to maintain the conviction of his playing through the transitions between sequences. The student needs to respond more consistently to the other character, so that the impact of the scene is shared and fully realised.

High Merit

Commentary
Student response

Student 2 page 1 (PDF, 194KB)

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The student has long hair and glasses and plays ‘Bess.’

For Merit the student needs to apply drama techniques skilfully in a dramatic context. This means to work with competence, control and a sense of purpose. It refers to the sustained use of techniques that support the intention of the dramatic context throughout the performance and requires dexterity in the use of voice, body, movement and space.

This student has sustained her choices of drama techniques (4, 5, and 6) and her role with a clear sense of purpose (1, 2, and 3) throughout the performance. The student involves herself in the internal journey of the piece, demonstrating competence and control and dexterity in the use of techniques.

9.40 – 9.52

The student demonstrates competence and control in the use of body, movement and breath, to capture the sense of urgency and panic.

11.00- 11.15

11.52-12.02

Voice supports the desperation of Bess. The student uses tone and emphasis with skill to match the mood and intention (1).

To reach Excellence, the student needs to demonstrate sufficient ability to fully convince or create impact at crucial points such as the window scene. At 9.40 tone and pace need to be even to match the mood that she is trying to create and to add impact. The student needs to consistently convince us of the passion between the lovers through the use of techniques.

Low Merit

Commentary
Student response

Student 3 page 1 (PDF, 155KB)

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The student begins standing on the box upstage left.

For Merit the student needs to apply drama techniques skilfully in a dramatic context. This means to work with competence, control and a sense of purpose and refers to the sustained use of techniques that support the intention of the dramatic context throughout the performance. It requires dexterity in the use of voice, body, movement and space.

The student has applied appropriate techniques together in a performance compatible with their statement of context (2, 3), and demonstrated sufficient competence, control and a sense of purpose in performance for the Merit grade.

0.47

Facial expression is well in keeping with the intention to motivate and enhance the view of war as exciting.

2.34

Competent and controlled use of techniques with a clear sense of purpose that communicates the transition of the role to that of a

‘chorus girl.’

5.20 – 5.30

Student shows strength supported by stance. This indicates

competence, control and a sense of purpose.

6.20 – 6.36

Student reinforces the sadness of the situation through her control of volume, pace and timing.

For a more secure Merit, the student needs to sustain the application of techniques in a manner that supports audience awareness and the masculine role in the first scene. Sustained use of purposeful facial expression and engagement is also needed to convey the mood and horror of the war scenes at 3.19 and 4.35.

High Achieved

Commentary
Student response

Student 4 page 1 (PDF, 150KB)

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The student begins sitting on stage left, polishing her boots. The student also plays Maggie – the showgirl.

For Achieved the student needs to apply drama techniques in a dramatic context. This means to use drama techniques together in a performance.

This student has applied appropriate use of drama techniques together in a performance compatible with their statement of context (1, 3). This performance demonstrates greater focus and energy than the example for low Achieved and shows moments of competence and control.

20.22

A credible start. The student sits like a man and cleans her boots with spit and polish. Before the student speaks it is clear she is playing a more masculine character.

21.04

Good energy and credibility in the clambering over the parapet supports the intention of the dramatic context and moves towards competence.

Focused energy and a sense of control of the convention of freeze frame. Voice supports the dark scene that is being communicated.

To reach Merit, the student needs to consistently sustain the use of techniques. For example, competent voice projection and use of body and movement to demonstrate the masculine role need to be controlled and purposeful to convey the intention of the dramatic context throughout the performance.

Low Achieved

Commentary
Student response

Student 5 page 1 (PDF, 201KB)

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The student stands at the end of the line in the opening scene. She has light brown hair, tied back off her face.

For Achieved the student needs to apply drama techniques in a dramatic context. This means to use drama techniques together in a performance.

The student has applied appropriate drama techniques together in a manner compatible with their statement of context (1) at a basic level.

0.57

The student uses facial expression, gesture, body and eye contact to clearly support the idea that she does not want to be seen as a coward. This is consistent with appropriate use of techniques and allows her to support the intention of the performance.

2.43

Appropriate techniques are used together to fulfil the choreography and performance of the song. There is some attempt to convey a sense of the role she is communicating at this time.

4.07

‘In all my dreams.’ Here the student uses appropriate vocal tone including emphasis to build tension and energy, while using her body to reinforce the ‘plunges.’

For a more secure Achieved, the student needs to extend the use of voice, facial expression and movement energy ‘together’, resulting in a better ability to convey the role/s and actively enact the dramatic context. For example, on the line ‘Obscene as cancer’ (5.10), the student needs to deliver this with appropriate facial expression and the vocal colour that indicates their horror or despair.

High Not Achieved

Commentary

For Achieved the student needs to apply drama techniques in a dramatic context. This means to use drama techniques together in a performance.

At this grade performance evidence would intermittently demonstrate some attempt to apply appropriate drama techniques. The student would convey the role compatible with the dramatic context in simple terms.

To reach Achievement the statement of context is compatible with the role presented. This may be submitted in a written or oral form. In performance, the student needs to have adequately prepared so they are ‘in role’ and demonstrate some security in using the drama techniques ‘together’ to convey the role’s age, relationships and situation to enact the context.

In performance, the student’s face needs to be mostly seen by the audience, and opportunities to apply the techniques of facial, expression, voice, movement and gesture are taken and used ‘together’ to convey a sense of the role and to enact the context. Intonation of voice needs to attempt to reflect the context, and movement and gesture appropriately applied at a basic level.

The use of space is sufficiently considered resulting in the facial expression of the actor being seen by the audience. The student will bear a sense of being ‘in role’ rather than playing ‘themselves’, show some preparation (know lines) and be generally secure, (minimal scratching or clutching clothing etc.)

 
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