Drama - annotated exemplars level 3 AS91512 (B)

Interpret scripted text to integrate drama techniques in performance (3.1B)

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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 1 (PDF, 158KB)

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For Excellence, the student needs to interpret scripted text to integrate drama techniques effectively in performance.

This involves integrating techniques to support and enhance the interpretation of the scripted text. The performance draws out layers of meaning. It is sustained, truthful, convincing, and has impact.

The student plays Matiu and Tero from Mauri Tū by Hone Kouka.

01:40-02:00

The space is clearly endowed throughout the performance and creates impact. The initial audience, the cell confines and the Marae sequences are fluently and convincingly established.

02:04-02:30

An emotional journey is outlined and played with sincerity. The performance draws out the layers of meaning that he is ‘pushed to the edge of life and finally finds peace at the Marae hearing’.

02:40-03:10

Movement is well integrated and truthfully supports and enhances the purpose of the play through its key focus on the vital importance of cultural roots for Māori.

For a more secure Excellence, after the initial effective establishment of Matiu, vocal quality and physicality needs to be sustained. As Tero, at times, pace could be slowed to ensure clarity and to add impact.

High Merit

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Student 2 (PDF, 102KB)

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For Merit, the student needs to interpret scripted text to integrate drama techniques skilfully in performance.

This involves integrating techniques to communicate the interpretation of the scripted text throughout the performance, with competence, control, and a sense of purpose. This involves dexterity in the sustained integration of voice, body, movement, and space.

The student plays Kui/Aggie Rose in the scene involving the death of Bubba from Purapurawhetu by Briar Grace.

00:00-02:16

Movement is controlled to endow the space and create smooth transitions.

02:17-02:52

The nursing of Bubba is handled smoothly as a transition and with delicacy. Movement is sensitive and vocal quality well managed. The last sequence is played with competence and purposeful attention to pace.

03:35-04:25

The student presents convincing control of the emotional circumstances of Bubba's drowning.

04:27-04:36

A final image is purposefully controlled and held for poignant effect.

To reach Excellence, the student could integrate techniques to convey a greater contrast between the roles to clarify aspects of age and personality of the two roles.

Low Merit

Commentary
Student response

Student 3 (PDF, 103KB)

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For Merit, the student needs to Interpret scripted text to integrate drama techniques skilfully in performance.

This involves integrating techniques to communicate the interpretation of the scripted text throughout the performance, with competence, control, and a sense of purpose. This involves dexterity in the sustained integration of voice, body, movement, and space.

The student plays Iris from Wednesday to Come by Renee.

00:20:01:11

The student purposefully integrates techniques with competence within the moment of playing most units.

02:28- 03:40

Pace is well controlled by integrated techniques, with thought cueing movement and speech where Iris notices something in Ben's hand, which turns out to be his mouth organ. The range of interpretive techniques is wide and mostly shapes the scene skilfully.

03:24-04:43

Purpose is shown as Iris loses her nervousness and expresses her resentment.

04:43-04:56

At the last goodbye, Iris moves from hopeless exhaustion to wipe away tears in a practical gesture and stand over Ben. By holding stillness and using a softened tone the student communicates her interpretation competently.

For a more secure Merit, action and gesture could have been less contrived or rehearsed to create a sense of a more spontaneous heartfelt response to consolidate the Merit grade.

High Achieved

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Student response

Student 4 (PDF, 102KB)

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For Achieved, the student needs to interpret scripted text to integrate drama techniques in performance.

This involves integrating techniques to communicate a credible interpretation of the scripted text throughout the performance.

The student plays Iris from Wednesday to Come by Renee.

00:46-01:02

As Iris prepares to face the body of her husband, Ben, the student demonstrates purposefulness.

02:10-02:26

When Iris confronts the body of her husband Ben with his lack of courage, the students’ performance of integrated techniques is credible and shows skill.

02:47-03:25

Belief is created credibly and the student has integrated techniques to show a range of emotions to credibly communicate Iris’ grief and remorse at the situation in the course of her monologue to Ben in his coffin.

To reach Merit, the student could deliver the lines ‘your last effort to make life do/what you wanted it to do' with skill. On the discovery of the mouth organ Ben is holding, show a stronger and more immediate response to increase the competence of the overall performance.

During the ‘I grew up’ sequence, the student needs to show greater control and purpose physically, in the use of gesture and movement.

Low Achieved

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Student response

Student 5 (PDF, 158KB)

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For Achieved, the student needs to interpret scripted text to integrate drama techniques in performance.

This involves integrating techniques to communicate a credible interpretation of the scripted text throughout the performance.

The student plays an older man, Hōhepa, from Purapurawhetu by Briar Grace Smith.

01:29-02:36

Some examples of well integrated techniques achieve the intention to depict an exhausted appeal to Tangaroa.

03:04-04:14

The student shows the ability to credibly communicate a range of emotions and moods, where tenderness and wonder are expressed over the baby son.

04:27-05:00

Techniques are successfully integrated to bring the overall performance to a reasonably strong conclusion.

For a more secure Achieved, the student could translate units of intent into dramatic action at the beginning of the performance. Simpler and more direct treatment, would allow the student time to establish his situation. Physical embodiment of the old man needs to be complete. For example, voice, posture, stance and actions need to be totally credible.

High Not Achieved

Commentary
Student response

Student 6 (PDF, 102KB)

For Achieved, the student needs to interpret scripted text to integrate drama techniques in performance.

This involves integrating techniques to communicate a credible interpretation of the scripted text throughout the performance.

There is no video evidence available for this student. The student played Aggie Rose, from Purapurawhetu by Briar Grace Smith.

The student occasionally integrated techniques. As Aggie Rose, when witnessing the drowning of her baby by his older half-brother, the student delivered a sincere and credible interpretation, blending voice, physicality and the use of space appropriately.

To reach Achieved, a more thorough working of the first appearances of both Kui and Aggie Rose would communicate key ideas more clearly. Enhanced physicality as well as vocal colour would match the role to be a credible interpretation in performance. For example, the entry as the elderly Kui and use of the chair needs to show that she is suffering from arthritis and poor eye sight.

 
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