Assessment Report

New Zealand Scholarship
Drama 2018

Standard 93304


Part A: Commentary

Changes to the specifications allowed candidates to compile their portfolios from a wider range of source material than in previous years, so that a careful selection attuned to individual strengths, ethnicity and politics was often demonstrated. 

Candidates who approached the camera for their introductions or explanations for Parts 1 and 2 and the justification for Part 3 were able to project strong conviction in their analysis.   

Part B: Report on Performance

Candidates who were awarded Scholarship with Outstanding Performance commonly:

  • demonstrated superior verbal and physical techniques as well as a sound understanding of audience engagement, to create well-paced drama
  • introduced their performance of prepared texts concisely, explaining with convincing insight the underpinning theory and performance intentions accurately reflected in their work
  • showed imaginative flair in their response to the challenge of shaping impromptu drama, frequently creating innovative solutions to restrictive circumstances
  • evidenced a sophisticated understanding of general performance theory in their use of space and time allowances.

Candidates who were awarded Scholarship commonly:

  • demonstrated a range of consistently effective performance techniques
  • embodied selected and devised text perceptively as well as creating appropriate impromptu drama
  • matched articulate introductions or justification accurately to the performed work
  • used performance space and the time allowed purposefully and with consistent success.

Other candidates

Candidates who were not awarded Scholarship commonly:

  • lacked efficiency and/or consistency in their performance technique
  • were unable to differentiate multiple characters in complex text
  • used introductions or justification principally to detail plot and context rather than explain their performance approach and intentions or links to established theory or practice
  • were unable to utilise pace and tension in their performance or to use the space well
  • showed little or no connection between their introduction/justification and the practical translation of their intentions.      

Subject page


Previous years' reports
2016 (PDF, 186KB)

2017 (PDF, 41KB)

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