Drama - annotated exemplars level 1 AS90009

Perform an acting role in a scripted production (1.6)

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Low Excellence

Commentary
Student response

Student 1 page 1 (PDF, 162KB)
Student 1 page 2 (PDF, 152KB)

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For Excellence the student needs to perform an acting role effectively in a scripted production. This means presenting work convincingly, capturing the essence of the dramatic context with impact, and performing a role with assurance.

This student plays the role of Rumplestiltskin in ‘Grimms Tales’ by Caroline Duffy and Tim Supple. The student has created and sustained a highly convincing character throughout the performance. Movement and the mime of spinning the gold are performed with assurance.

The student has adequately prepared for the role and provided supporting evidence.

12:00

The student enters in role and immediately captures the audience with use of stance, quick movement, and facial expression. The performance creates an immediate impact.

12:35

The student uses their whole body in a spinning action, displaying excellent dexterity. They are very focused on the role. Despite the dancer, the audience is drawn to this character, which indicates impact.

16:04-16:30

The student sustains engagement with the other actor, convincingly communicating the intensity of the desire.

16:36

Through the business of the weaving scene, the actor maintains complete focus and commitment to the role. The student is convincing and highly engaging.

For a more secure Excellence grade, the student needs to add impact by having more awareness of the audience. This would compensate for the hat obscuring her face, and the audience could better respond to her use of facial expression.

High Merit

Commentary
Student response

Student 2 page 1 (PDF, 160KB)
Student 2 page 2 (PDF, 156KB)

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For Merit the student needs to perform an acting role skilfully in a scripted production. This means working with competence, control and a sense of purpose, and sustaining a credible role throughout the performance.

This student plays the role of Rose in “Children of the Poor” by Mervyn Thompson. The student has used drama techniques to sustain a credible role throughout the performance. They have communicated a sense of purpose as the angry and disappointed Rose who wants more from life at any cost.

The student has adequately prepared for the role and provided supporting evidence.

5:55–6.38

The student performs with energy and purpose. She communicates the self-centred nature of a young child authentically.

8:30

The student looks like she is brazenly lying through high carriage, performing with competent movement and strong voice.

9:28–9:48

The student demonstrates flexibility in use of voice and a convincing understanding of the character’s emotional journey as she moves from frustration with Douglas to uncertainty and denial about her mother’s well-being.

To reach Excellence the student needs to act on key moments in the character’s journey. Techniques need to be applied to convey the changes in Rose as she becomes a teenager filled with resentment and defiance, in order to increase the impact of the role.

The student needs to say the line ‘I’m frightened for you’ (24:01) with more sincerity to convey concern. The audience needs to get the sense of doom that Rose sees at this point.

Low Merit

Commentary
Student response

Student 3 page 1 (PDF, 153KB)
Student 3 page 2 (PDF, 199KB)

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For Merit the student needs to perform an acting role skilfully in a scripted production. This means to work with competence, control and a sense of purpose, and sustaining a credible role throughout the performance.

This student performs as ‘Little Bit/Liz-Bette’ in ‘Anne Frank and Me’ by Cherie Bennett. The student has sustained a credible role as a young child throughout the performance and develops credible relationships with other characters.

The student has adequately prepared for the role and provided supporting evidence.

0:00–0.58

The student skilfully establishes a sense of the younger child, impatient or annoyed with the older sibling.

1:26-2:08

The student demonstrates clear focus in role thus establishing credibility and a sense of purpose as the annoying, tag-along, know-it-all, little sister.

2:46–3:13

The student maintains attention on the book as well as communicating an interest in the conversation of the older girls. This supports credibility and a sense of purpose.

6:23-6:53

The student maintains the contrast in age with the teenagers in a credible fashion.

To secure Merit the student needs to be consistent in the competent use of techniques. At 1:10 the student needs to slow the pace to ensure vocal clarity and control and be consistent in the portrayal of her age (10) throughout the performance.

High Achieved

Commentary
Student response

Student 4 page 1 (PDF, 100KB)
Student 4 page 2 (PDF, 153KB)

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For Achieved the student needs to perform an acting role in a scripted production.  This means to prepare for and sustain the role appropriately throughout the performance, as rehearsed for a live audience.

This student plays the role of Hansel in ‘Grimms Tales’ by Caroline Duffy and Tim Supple.

The student has adequately prepared for the role and provided supporting evidence.

47:37

The student shows engagement and facial expression credibly in the role to demonstrate the delight in her plan. This exemplifies the moments where the student captures the role with a clear sense of purpose and this points towards the Merit grade.

50:44

The student has expressive use of voice that shows a sense of purpose.

51:07

The student’s excitement to see his father is appropriate.

51:21

The student once again returns to the restricted pose.

52:12-18

There is a credible use of energy to demonstrate a sense of urgency and panic.

To reach Merit the student needs to sustain the character’s sense of purpose to ensure sustained credibility. Throughout the performance, the student needs to explore a wider range of body techniques to demonstrate a competent physical communication of the role, controlled use of techniques and minimise the use of a habitual confined pose.

Low Achieved

Commentary
Student response

Student 5 page 1 (PDF, 181KB)
Student 5 page 2 (PDF, 34KB)

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For Achieved the student needs to perform an acting role in a scripted production. This means to prepare for and sustain the role appropriately throughout the performance, as rehearsed for a live audience.

The student performs as ‘Mother’ in ‘Children of the Poor’ by Mervyn Thompson. She is standing at the centre at the start.

The student has maintained some focus in the role throughout the performance. There is demonstration of some appropriate choices at points in the performance, to create a sense of the character and her experience.

The student has adequately prepared for the role and supporting evidence submitted.

7:40

She shows a glimpse of appropriate emotion.

8:00

She stands with a wistful face that is credible. This clearly demonstrates an appropriate moment for the role.

9:31-9:44

There is sufficient emotion at this point to communicate the role appropriately. The student uses emphasis to show her frustration, and the gesture of the hand to the head communicates the strain the character  is under.

13:56-14:53

There is some attempt to react when her sons are about to be caned. In contrast, Rose sees and reacts, demonstrating shock and empathy.

To secure Achieved the student needs to strengthen her focus to sustain the role with certainty. Understanding of the mother role needs to be further demonstrated through appropriate actions and reactions during the performance.

High Not Achieved

Commentary

No student work is available for this grade boundary.

For Achieved the student needs to prepare for and perform an acting role in a scripted production. This means to prepare for the role and sustain the role appropriately throughout the performance, as rehearsed for a live audience.

This involves learning lines by the deadline (scripts are down), accepting direction, and providing a statement of intention as per Explanatory Note 6. During the performance to a live audience they need tosustain the role despite hesitancies with lines or cues from other actors.

A student at this grade boundary will have attended most rehearsals and learned some of the lines by the deadline. In performance to a live audience, there is an attempt from the student to convey a role that communicates the context appropriately throughout the performance.

To reach Achieved, the role portrayed by the student needs to reflect their statement of intention. In performance, character interactions and use of techniques such as intonation, posture and gesture need to be communicated appropriately and sustained throughout the performance. The student needs to use space and voice projection so that the intention of the dramatic context is conveyed to the audience.

The student needs to manage their difficulty remembering lines so that they do not lapse completely out of role (e.g. laugh or smile inappropriately).

 
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