Drama - annotated exemplars level 3 AS91517

Perform a substantial acting role in a significant production (3.6)

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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

Commentary
Student response

Student 1 (PDF, 87KB)

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For Excellence, the student needs to perform a substantial acting role effectively in performance of a significant production.

This involves sustaining an accomplished role throughout the performance, communicating a depth and breadth of the role and exploring layers of meaning to enhance the communication of the role and dramatic context.

The student plays Honora Rieper in Daughters of Heaven by Michaelanne Forster. She is wearing a blue 1950’s dress and adds a coat for the last scene.

00:00-00:37

Honora establishes an accomplished authority as the older woman. Her bearing, voice and mannerisms as she bends forwards to establish contact with her daughter, and her use of emphasis combined with the grim pursing of lips, support the maturity of age.

00:38-01:15

There is a firmness in the student’s delivery that conveys a strong sense of the immovability of her role. Her control over the use of body stance and pace combine to strengthen the image of the burden that she has become to Pauline.

03:31-04:29

While she is seated on the bench, there is an intensity of focus and stillness of body that completely captures the belief that Honora is in a different physical space to the girls in terms of setting. The relaxed, facial expression acts as a point of irony against the horrific plans being made by the girls.

For a more secure Excellence, the student could look for opportunities to explore the layers of meaning within the role to give sufficient reason for Pauline’s hatred for her mother. 

High Merit

Commentary
Student response

Student 2 (PDF, 88KB)

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For Merit, the student needs to perform a substantial acting role skilfully in a significant production.

This involves sustaining a convincing role throughout the performance, demonstrating competence, control and a sense of purpose.

The student plays the role of Wai in Waiora by Hone Kouka. She is wearing a white apron and a dark blue patterned dress.

00:00-02:00

Credibility and a sense of purpose are clearly established as Wai enters, taking note of the tension and registering concern before intervening. In the argument with Hone, she demonstrates focus and strength as she convincingly drives the argument forwards, standing her ground and using gesture to emphasise her point of view.

At ‘Why don’t you care, why don’t you see?’ the student turns her head towards the audience, registering an expression of inner pain at this moment show skill and moments of effectiveness.

02:00-03:52

She remains controlled facing Hone during his speech. She is intently focused on him and the quickness of her breathing hints at an inner pain.

05:08-06:40

 

Wai enters with dignity and poise. Her understanding of the situation is shown in her stillness of body which contrasts with the hysteria of Amīria. There is a sureness of purpose in her bearing and use of voice.

To reach Excellence, in the times of heightened emotion, the student could face towards the audience, thus giving them the opportunity to see and feel the intensity of Wai’s inner struggle and to communicate more of the depth and breadth of the role.

Low Merit

Commentary
Student response

Student 3 (PDF, 101KB)

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For Merit, the student needs to perform a substantial acting role skilfully in a significant production.

This involves sustaining a convincing role throughout the performance, demonstrating competence, control and a sense of purpose.

The student plays Rose in Children of the Poor by Mervyn Thompson. The student wears a pinafore apron and has two plaits in her hair.

The student has a clear intention for interpretation which demonstrates understanding of her character’s dilemma and motivation (1).

00:01-01:02

The student’s performance captures a sense of the young girl caught up in a situation beyond her control.

06:43-09:12

The student reaches Merit because of the sense of purpose noted in the role. As the eleven year old girl, Rose shows a knowing beyond her years with a stance of confidence and movement which demonstrates a defensive attitude to the boys.

For a more secure Merit, the student could sustain a sense of purpose and control by having more self-awareness in terms of the dropping and clasping of the hand, brushing away of her hair, and the distracting scratching of the nose at various times throughout the performance.

High Achieved

Commentary
Student response

Student 4 (PDF, 102KB)

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For Achieved, the student needs to perform a substantial acting role in a significant production.

This involves preparing for and sustaining a role throughout the performance, as rehearsed.

The student plays Mother in Children of the Poor by Mervyn Thompson. She is wearing a white shirt under a pinafore apron and her hair is up in a bun. In the last sequence she is wearing a white shirt and black skirt.

The student has provided a credible and clear interpretation of the play and of the motivation within her role (1).

02:54-04:03

04:15-04:44

In performance, the student plays out a credible role as the overworked mother.

09:32- 10:49

Credibility and competence is shown in the stance and movement to show her as the pregnant, exhausted mother.

14:45-15.49

Credibility and purpose is seen in the scene following the loss of the baby.

To reach Merit, the student could consistently demonstrate in performance the difficult grind/battle that is Mother’s life. Movement and voice need to be less refined to skilfully communicate the intensely difficult life of this woman and her status. Control in the use of techniques is needed to realise the image of the mother as presented in the dialogue.

Low Achieved

Commentary
Student response

Student 5 (PDF, 103KB)

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For Achieved, the student needs to perform a substantial acting role in a significant production.

This involves preparing for and sustaining a role throughout the performance, as rehearsed.

The student plays Boyboy in Waiora by Hone Kouka. He enters carrying a basket and is wearing a black singlet and shorts.

This student has provided a credible statement of intent that clarifies an overall interpretation of the play and role (1).

02:05-02:45

The student demonstrates a greater connection with the role as he uses more energy to show appropriate agitation, and then fear of Hone’s reaction with the sudden stillness and slow movement backwards as Hone advances. In the moment of confrontation, there is tension in his body and the quickened pace of his breathing allows the audience to connect with Boyboy’s inner emotions.

02:57-04:45

This inner fear and courage is again demonstrated when Louise tells about Boyboy getting suspended from school. Boyboy backs away from Hone, eyes fixed on his Dad, with a controlled use of movement that increases the tension in the scene. Hone pushes Boyboy to the ground and, as stated in his intention, Boyboy stands tall and still as he faces his Dad at the end.

For a more secure Achieved, the student could demonstrate skills as a performer to establish his role, relationships and the situations more credibly for an audience. For example, at 00:05-02:00 he needs to project his voice, engage with his character and respond or react to the sisters’ fight.

High Not Achieved

Commentary
Student response

Student 6 (PDF, 102KB)

For Achieved, the student needs to perform a substantial acting role in a significant production.

This involves preparing for and sustaining a role throughout the performance, as rehearsed.

The student plays Louise in Waiora by Hone Kouka.

There is no video evidence available for this student.

The student attempted to take on the sophisticated tone of Louise, and her use of body and movement capture the sense of refinement of the well brought up Louise, as described in the statement of intention (1).

To reach Achieved, the student could explore greater flexibility, development and clarity with use of voice to communicate a credible role. She also needs to convey a sense of responsiveness to the family dynamics around her, to gain more of a sense of the inner complexity of Louise, struggling to make her own way in the world and trying to fit in.

 
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