Level 1

Drama clarifications

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90006: Apply drama techniques in a dramatic context

Updated December 2018. The supporting evidence and performance evidence sections have been updated.

Supporting evidence

Evidence may be provided via written and/or spoken modes. Verbal conferencing could be set up and filmed or documented by the assessor. The student can still achieve the standard when supporting evidence has not been ‘handed’ in. For example, teacher notes will suffice, if the title of the play and details of the role, relationship(s) and situation are provided.  

Performance evidence

Students cannot be directed to apply drama techniques.

At a basic skill level, evidence towards Achieved for this standard must show that the student is able to interact with others in a fluent way, using drama techniques to sustain the dramatic context. Prompting is not appropriate.

While the standard does not specifically indicate appropriateness of student choices about their use of technique at the Achieved level, this is deemed implicit, and should reflect the dramatic context.

It is indicated that students must use techniques together in a performance. This means that all the techniques must be present in the student’s performance. If a technique is limited in its use – this should be referenced as a choice.

Achieving Merit and Excellence

The following aspects need to be considered when awarding Merit and Excellence:

  • response to other performers, and feeding purposefully into the ongoing scene, will be an indication of sustained technique
  • the final indicator of a Merit grade will be the sustained quality of the performed evidence, compatible with a clear intent for the context
  • the need to support the intention of the dramatic context and capture the essence of the dramatic context signifies that evidence from students operating at these levels will be seen to relate to an overall interpretation of the text
  • evidence of the impact required for Excellence could be indicated by general audience awareness, e.g., in control of phrasing and pauses, body position and clarity of motivation.
 
 
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