Drama - annotated exemplars level 1 AS90997

Devise and perform a drama (1.2)

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TKI Drama Assessment Resources

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This annotated exemplar is intended for teacher use only. The student work shown does not always represent a complete sample of what is required. Selected extracts are used, focused on the grade boundaries, in order to assist assessors to make judgements at the national standard.

Low Excellence

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Student response

Student 1 (PDF, 221KB)

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For Excellence, the student needs to devise and perform an effective drama. This means the devised drama is convincing, captures the essence of the dramatic context, and has impact and originality.

The student assessed plays the soldier at the beginning of the drama. The final devised drama uses music, song, symbolic movement and props to draw out the essence of the soldier’s World War 1 experience with impact and originality. The rationale for the devised piece (1) is effectively translated into drama. Elements and conventions are structured convincingly to create impact.

00:00-

01:42

Dialogue clearly establishes roles and situation. The soldier’s contrasting views of his ‘hero’ status compared to his mother and girlfriend build tension. 

01:51-

02:32

The effects of dropping of the gas bomb are effectively shown. Music and symbolic movement are used to create mood and the tableaux (02.32) adds impact.

03:30-

05.30

 

Coherency for the audience is secured by the line ‘this is your past’.  The war helmet and selective dialogue convincingly establish situation.

05:35

The use of songs contrast dramatic pace, and the dialogue combined with the freeze frame builds tension.

07:19

The translation ‘it is fit and right to die for your country’ supports the ‘heroic’ theme and adds dramatic irony. The mood is effectively created.

For a more secure Excellence, there needs to be further contrast in dramatic pace and the character of ‘Lucifer’ more convincingly established. However, these do not detract from the overall impact of the drama.

High Merit

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Student response

Student 2 (PDF, 177KB)

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For Merit, the student needs to devise and perform a coherent drama. This means a drama that is structured to have flow, dramatic unity, and smooth transitions between scenes.

The student assessed stands on the rostra at 00:52. Overall, the drama coherently reflects the rationale (1). The chosen style of physical theatre and original ideas such as the use of paper and fabric suggest movement of the drama towards Excellence.

00:12 -

Music is used to evoke mood, and the situation (the ceremony to mark the anniversary of the earthquake) is established.

01:50 –

02:40

Lighting, dialogue and movement are used to create the earthquake. Tension is created from the sounds of screaming. The stylised use of crumpled paper to resemble bricks falling and burying the character has originality, and this action is able to be read coherently by the audience.

2:50-

3:50

Dramatic unity is evident and the next section flows. Music creates mood; the red fabric symbolises blood and injury, and the futile rescue attempt all create impact.

03:50-

05:15

The ripping of the brown paper combining with the music and falling of props symbolises the destruction of buildings. The entrance of one student at the end calling for someone creates a sense of loss.

To reach Excellence, transitions need to be smoother and the elements of role, situation and focus need developing to be effectively established. The characters’ use of entrances and exits need to be further refined so the situations created are more convincing.

Low Merit

Commentary
Student response

Student 3 (PDF, 226KB)

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For Merit, the student needs to devise and perform a coherent drama. This means a drama that is structured to have flow, dramatic unity, and smooth transitions between scenes.

The student receives this grade because the quality of the final devised drama is coherent and it reflects the statement of purpose (1). It has dramatic unity and the action, behaviour and attitudes of the characters are consistent with the time and the setting. Conventions and props are used to support the situations explored in the drama.

03:32

The drama begins with clear action and this builds tension.

07:02

Use of music, props and action create pace and convey information to the audience.

03:58, 08:22 and 10:42

Use of narration reveals the characters’ background stories that are related to the purpose.

9:46

Dialogue is used to maintain dramatic unity.

11:24

The conventions of slow motion and music support the action in the scene.

For a more secure Merit, the quality of the devised drama needs to have efficient transitions to support the flow of the drama, and dialogue edited and refined to assist in the development of pace, tension and mood.

For example, blackouts and lengthy transitions between scenes need to be minimised through decisions made through the devising process, This will ensure that furniture is moved minimally between scenes (if at all).

The ‘definition of coherent’ resource can be found on the NZQA Drama subject page.

High Achieved

Commentary
Student response

Student 4 (PDF, 170KB)

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For Achieved, the student needs to devise and perform a drama. This means to create an original drama that is an ongoing cycle that requires active participation in the creative processes, by all members of the group. It also means to present the drama as devised and is a live, enacted performance.

The student that exemplifies the grade plays ‘Boy’, and is sitting on the floor. Members of his group who actively devised also received this grade. The devised drama demonstrates clear narrative flow that is supported by some thoughtful use of conventions.

Teacher verification confirms that the student participated in the devising process. The devising process does not constitute evidence beyond the Achieved grade.

0.54

The student uses the convention of ‘Spoken thoughts aloud’ while writing in his diary. This sets the scene and supports dramatic unity.

4:07

The chanted chorus helps to support the intention of the piece. The ensuing ‘symptoms machine’ reveals the mechanics of the diagnosis in a coherent manner, and supports the flow of the drama.

5:15

The use of ‘Machine’ here, to create the plane and move the scene, is well executed, and it communicates a major plot event. It supports the structure and flow of the storyline.

To reach Merit, the dramatic unity needs to be consistent for coherency. A match between the first and last scenes is needed. Transitions between scenes need to be smoother, and conventions indicating scene changes need to be consistently applied to support dramatic unity.

Low Achieved

Commentary
Student response

Student 5 (PDF, 80KB)

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For Achieved, the student needs to devise and perform a drama. This means to create an original drama that is an ongoing cycle that requires active participation in the creative processes, by all members of the group. It also means to present the drama as devised and is a live, enacted performance.

The student receives this grade because teacher verification confirms that the student met the requirements of the devising process. A statement of purpose for the drama is submitted (1), and the student performs in the devised drama.

00:00-

The projected image and sound effect establishes ‘place’, and simple dialogue is used.

01:15-

02:28

Action establishes the situation of the boys meeting the old man/ghost. The use of projected image supports his tale about the war.

For a more secure Achieved, the student needs to refine the statement of purpose (1) to reflect the drama.  In performance it explores the idea of a ‘ghost like presence in an old, disused house, who then shares his stories of war with two boys’.

Dialogue in the first and final scenes needs developing so that the drama better establishes the role and situations of the old man at the beginning and at the end of the drama. 

High Not Achieved

Commentary
Student response

Student 6 (PDF, 169KB)

For Achieved, the student needs to devise and perform a drama. This means to create an original drama that is an ongoing cycle that requires active participation in the creative processes, by all members of the group. It also means to present the drama as devised and is a live, enacted performance.

The student would receive this grade because teacher verification confirms that the student attempted to meet the minimum requirements of the devising process. A statement of purpose for the drama was submitted and the student performed in the devised drama.

To reach Achieved the student needs to have actively participated in the devising process. This could be verification that the student collaborated to edit dialogue, develop and shape the drama using elements and conventions. The drama needs to be able to be performed at an appropriate length. The statement of purpose needs to be revised before the drama is performed to ensure it reflects this.

The drama needs to have some structure i.e. a beginning and end. Elements (role, time, place, action, tension and mood) need to be apparent, and conventions used to support the dramatic purpose.

The student needs to perform the drama without improvising or holding a script to confirm the drama is performed as rehearsed, and that it has not been created using a scriptwriting process.

 
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