Unpacking 91520 - Direct a drama performance – Assessment evidence and the achievement criteria

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The table below attempts to summarise possible student evidence generated from the directorial process at the three levels of Achievement.  

This is not an assessment schedule but a table to show the various skills students may demonstrate when directing a play.                                                           

  ACHIEVED MERIT EXCELLENCE
  Translating text into a credible performance ...into a cohesive and convincing performance ...compelling performance
The Director
...carries out the directorial process ...with competence and control ...and captures the essence of the scripted text

ANALYSIS
(Pre rehearsal )

Playwrights intention

Messages in play

  • Some sense of the theatre form/period
  • Superficial logic and purpose
  • Rudimentary awareness of messages in the play.

SKILFULLY

  • Internal coherence of the scene in terms of the whole play
  • Analysis explores the layers of meaning in the play.

EFFECTIVELY

  • Historical/cultural context taken into consideration
  • Own ideas are linked to the performance history of the play
  • Perceptive analysis. Conviction to the work in the philosophical/political realm
  • Clear thematic intent. Symbols in text identified.

Character development

  • Directorial concept is a summary statement
  • Brief analysis of action / relationships/ events
  • Context decided
  • Brief analysis of characters.
  • Clear directorial intent
  • Story and core dramatic action identified
  • Historical or contemporary context decided
  • Character motivations clearly analysed.
  • Intricacies of the story explained
  • To enhance the dramatic context
  • Story from the point of view of the characters is analysed.

TRANSLATION

(Rehearsal process) Casting

Rehearsal and Production schedules

Design and Technologies
(Set/Costume/lighting)

  • Makes some connections for appropriate casting
  • Dates and deadlines given to actors/designers
  • Brief concept given to technical team.

SKILFULLY

  • Casts for right ‘look’ and‘quality’ for the age/class/personality of character
  • Clear production schedule given
  • Detailed analysis made for design team to support directorial concept.

EFFECTIVELY

  • The actor chosen has easy access to appropriate emotions
  • Detailed ideas and design brief given is perceptive to enhance play’s intention /dramatic context
  • Gives written notes/feedback to actors.

ACTING REHEARSALS:

Establishes facts of text to actors

Character Objectives explained to actors

Text Interpretation and Directorial demands

Blocking   - to find ‘truth and the story’

  • Direction is given appropriate to the concept
  • Respectful manner to team
  • Appropriate to dramatic concept and context.
  • Engages actors in concept
  • Strong, clear and flexible coaching to portray motivations
  • Conveys interpretation and creates ‘authority’ with use of voice
  • Manner is respectful and clear and interruptions are tactful
  • Controls pace and shape of the play.
  • Allows space for contradictions and questioning
  • Director is careful not to disturb actors mid flow. Demonstrates sensitivity and care
  • Concise and to the point with actors.


PERFORMANCE OF PLAY

 

Directorial concept realised in a credible performance.

SKILFULLY

Directorial concept cohesively and convincingly realised.

EFFECTIVELY

Directorial concept realised in a compelling performance.

 
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