Drama - annotated exemplars level 2 AS91213

Apply drama techniques in a scripted context (2.1)

Show: All Drama exemplars

Read the STANDARD

 

TKI Drama Assessment Resources

Download all these exemplars and commentary (PDF, 444KB)

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

Commentary
Student work extract

Student 1 (PDF, 1.4MB)

Watch the video (opens in a new window)

Download for offline study (ZIP, 17MB)

For Excellence, the student needs to apply drama techniques effectively in a scripted context.

This involves selecting and using voice, body, movement, and use of space to present work with impact. It requires the use of drama techniques to enhance the performance of the scripted context and is a sustained, truthful, and convincing performance.

The student plays the role of Jonny in The Pohutukawa Tree by Bruce Mason. He is the only male in the scene.

This student has selected drama techniques in the form of an annotated script (3) and provided the character’s intention (1).

00:00-00:52

The student applies movement with energy, and he applies techniques to show the interruption of Aroha convincingly, and this also conveys his lower status to his mother.

01:02-02:44

Body techniques such as facial expression, gesture, posture and body language are sustained and used to enhance the performance. Techniques are applied to convey his mannerisms with impact. They also support his intention of being an immature 19 year old (2).

02:52-04:35

Voice techniques such as use of breath, sigh, pause, and contrast in volume convey his relationship with Jezebel, and the situation of having to give her back with impact.

For a more secure Excellence, the student could apply body techniques such as gesture more truthfully at times during the performance.

High Merit

Commentary
Student work extract

Student 2 (PDF, 28KB)

Watch the video (opens in a new window)

Download for offline study (ZIP, 14MB)

For Merit, the student needs to apply drama techniques skilfully in a scripted context

This involves selecting and using voice, body, movement, and use of space with dexterity, competence, control and a sense of purpose.  It involves sustaining a credible character and situation for the duration of the performed text.

The student plays the role of Gwendolyn in a scene from The Importance of Being Ernest by Oscar Wilde. The exemplified student is wearing a pale blue dress.

This student has selected drama techniques and provided the character’s intention (1).

00:18-02:11

The student credibly and competently sustains drama techniques such as posture, diction, accent and emphasis to convey her role and status, her relationship with Cecily, and the situation in the garden.

02:16-03:20

She moves with purpose and at times drama techniques such as body, voice and movement are used to enhance the performance.

To reach Excellence, the student could use eye contact and facial expression to be convincing when first meeting Cecily, and enhance the dramatic irony on the line ‘I like you already more than I can say..’. She needs to apply techniques to refine her character’s mannerisms and not cross her legs. This could result in a more truthful portrayal as a lady of this era.

Low Merit

Commentary
Student work extract

Student 3 (PDF, 25KB)

Watch the video (opens in a new window)

Download for offline study (ZIP, 14MB)

For Merit, the student needs to apply drama techniques skilfully in a scripted context.

This involves selecting and using voice, body, movement, and use of space with dexterity, competence, control and a sense of purpose. It involves sustaining a credible character and situation for the duration of the performed text.

The student plays the role of Cecily in a scene from The Importance of Being Ernest by Oscar Wilde. The exemplified student is wearing a white dress.

This student has selected drama techniques and provided the character’s intention (1).

00:00-03:00

Drama techniques such as posture, gesture, accent and articulation are sustained credibly. They are competently applied to convey her role and relationship with Gwendolyn.

03:52-04:00

She applies voice techniques and facial expression purposefully to respond to Gwendolyn, and this serves to creates tension and skilfully conveys the situation.

For a more secure Merit, the student could apply gesture more purposefully and demonstrate more control over techniques such as body language. For example, by not crossing her legs, this could result in a more competent portrayal of a lady of this status and era.

High Achieved

Commentary
Student work extract

Student 4 (PDF, 5.1MB)

Watch the video (opens in a new window)

Download for offline study (ZIP, 19MB)

For Achieved, the student needs to apply drama techniques in a scripted context.

This involves selecting and using voice, body, movement and use of space to convey an intention for a scripted context through interpretation of a role, relationships and situation.

The student plays the role of the fairy queen Titania in a scene from A Midsummer Night’s Dream by William Shakespeare. The first line of the exemplified student is ‘What jealous Oberon!’

This student has selected drama techniques in the form of an annotated script (1) and provided an intention for her role (2).

01:00-01:47

Drama techniques are used appropriately to convey the situation and her relationship with Oberon.

03:17-04:10

Voice techniques such as tone, phrasing and projection, and facial expression is used with some skill to convey her ‘instant love’ relationship with Bottom.

03:15-04:12

The student’s use of personal space and proximity with Bottom conveys the situation of the dramatic context.

To reach Merit, during the section with Oberon, the student could sustain drama techniques such as posture, gesture and movement to credibly convey the role of the fairy queen. She could apply body techniques of movement and gesture with more control to verify skill.

Low Achieved

Commentary
Student work extract

Watch the 1st video (opens in a new window)

Watch the 2nd video (opens in a new window)

For Achieved, the student needs to apply drama techniques in a scripted context.

This involves selecting and using voice, body, movement and use of space to convey an intention for a scripted context through interpretation of a role, relationships and situation.

The student plays the role of Colonel Connolly in a scene from the play Once on Chunuk Bair by Maurice Shadbolt. The exemplified student is wearing a white shirt.

This student has provided the intention and selection of drama techniques verbally Refer to video file.

00:10-01:08

04:30-05:00

Voice techniques such as the use of tone and volume are applied appropriately, and convey expectations and the serious relationship with his soldiers.

01:55-2:17

 

He uses the body technique of gesture appropriately to convey status and to reinforce orders to the soldiers.

02:52-03:14

The student uses body techniques such as posture to convey his high status as Colonel Connolly.

For a more secure Achieved, the student could use space more appropriately to convey the situation of being at war at Chunuk Bair. For example, the student could use levels and his body to convey that he is on a hill on the front line as opposed to the rostra being used literally as stairs and something to lean on.

He could also use drama techniques such as facial expression, energy, movement and levels to more appropriately to react to the situation going on around him (front line trench warfare). Audience awareness needs to be demonstrated so that he is not facing upstage during the performance.

High Not Achieved

Commentary
Student work extract

No student work available

For Achieved, the student needs to apply drama techniques in a scripted context.

This involves selecting and using voice, body, movement and use of space to convey an intention for a scripted context through interpretation of a role, relationships and situation.

There is no student work available at this grade.

A student at this grade would provide supporting evidence in the form of an intention and an annotated script.

A student would receive this grade because they applied voice techniques with appropriate intent to convey a role in a scene from a published play.

To reach Achieved, the student could apply drama techniques to show their relationships with the other characters and the situation of the chosen scene. For example, proximity to others, levels and audience awareness would be used to convey the character’s status and relationships. Facial expression, eye contact, focus, movement and stillness could be used to respond to and convey the situation explored by the dialogue.

 
Skip to main page content Accessibility page with list of access keys Home Page Site Map Contact Us newzealand.govt.nz