HSC Drama Marking Guidelines Practical tasks and submitted works
Practical tasks and submitted
works
HSC examination overview
For each student, the HSC examination for Drama consists of
a written examination worth a total of 40 marks, a compulsory group performance
worth 30 marks, and an individual project worth 30 marks, drawn from one of the
following the areas:
• Critical analysis
• Design
• Performance
• Scriptwriting
• Video drama
The Group Performance (30 marks)
The task will consist of each student collaborating with a
group in devising a piece of original theatre based on a theme or concept,
issue, idea or image taken from the Group Performance list.
Marking
of the Group Performance
For the Group Performance, a mark out of 10 is awarded for
each of the three criteria listed, giving a total mark out of 30.
Criteria
for examining the Group Performance
• Performance skills appropriate to the style or form
• Sustaining and developing role/character
• Structure and dramatic coherence
Assessment Criterion 1:
Performance skills appropriate to the style or form (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
–
Vocal Dynamics: projection, clarity,
tone, pitch, pace
–
Movement Dynamics: control,
energy, spatial awareness
–
Timing: control of delivery,
responses to cues, awareness of rhythms.
Outcomes assessed: H1.1, H1.2, H1.3, H2.1, H2.2
MARKING GUIDELINES
Criteria
|
Marks
|
• Demonstrates exemplary performance skills including vocal,
movement and timing appropriate to the style or form
|
9–10
|
• Demonstrates substantial performance skills including vocal,
movement and timing appropriate to the style or form, although some skills
may be more refined than others
|
7–8
|
• Demonstrates adequate performance skills including vocal, movement
and timing which may vary in their level of delivery in relation to control
of vocal projection, clarity, tone, pitch, pace, dynamics; control, energy,
spatial awareness and dynamics in movement; control of delivery, responses to
cues and awareness of rhythms in timing
|
5–6
|
• Demonstrates limited performance skills including vocal, movement
and timing which may be inappropriate to the style or form
|
3–4
|
• Displays minimal performance skills with little understanding of
style or form
|
1–2
|
Assessment Criterion 2:
Sustaining and developing role/character (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
–
Belief/Conviction/Energy
–
Complexity/Dimension
–
Interaction with other
characters or roles
–
Focus.
Outcomes assessed: H1.1, H1.2, H1.3, H1.4, H3.3
MARKING GUIDELINES
Criteria
|
Marks
|
• Demonstrates exemplary ability to realise and sustain subtly
defined role(s) or character(s). Effectively interacts with other role(s) or
character(s) in the performance
|
9–10
|
• Demonstrates substantial ability to realise and sustain role(s) or
character(s). Some aspects of sustaining and developing role(s) or
character(s) may be more refined than others. Effectively interacts with
other role(s) or character(s) in the performance
|
7–8
|
• Demonstrates adequate ability to realise and sustain role(s) or
character(s). Variations may occur in levels of belief/conviction/energy,
complexity/dimension and focus. There are often inconsistencies in
interactions with other role(s) or character(s) in the performance
|
5–6
|
• Demonstrates limited ability to realise and sustain role(s) or
character(s). Limited interactions with other role(s) or character(s) in the
performance
|
3–4
|
• Displays minimal or no ability to realise role(s) or character(s).
May play themselves. Minimal participation or interaction with other role(s)
or character(s) in the performance
|
1–2
|
Assessment Criterion 3:
Structure and dramatic coherence (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
–
Effective use of dramatic
elements and performance conventions
–
Performance as part of an
ensemble
– Establishing and maintaining a clear
intention and an appropriate relationship with the audience in the context of the performance
space
–
Demonstration of innovation,
flair and integrity in the dramatic work
–
Effective use of the space in
the context of the performance style.
Outcomes assessed: H1.2, H1.3, H1.4, H1.5, H1.7, H2.2, H3.3
MARKING GUIDELINES
Criteria
|
Marks
|
• Demonstrates a clear intention through
sophisticated use of the elements of drama and performance conventions
• Demonstrates exemplary ability to work as
part of an ensemble.
• Demonstrates integrity and innovation or
flair, in presenting a theatrically coherent performance which evokes a
powerful audience response
• Demonstrates sophisticated use of space
in the context of the performance style
|
9–10
|
• Demonstrates a clear intention through
substantial ability to control the elements of drama and performance
conventions
• Demonstrates substantial ability to work
as part of an ensemble
• Presents a coherent, and largely
theatrical performance, that effectively engages the audience in the context
of the performance space
• Demonstrates effective use of space in
the context of the performance style
|
7–8
|
• Demonstrates adequate ability to work
with the elements of drama and performance conventions, with some
inconsistencies in the level of control
• Demonstrates adequate ability to work as
part of an ensemble
• Demonstrates some intention and
reasonably engages the audience in the context of the performance space
• Presents a generally coherent but often
superficial performance that may contain some theatricality
• Demonstrates some awareness of the use of
space in the context of the performance style
|
5–6
|
• Demonstrates frequent inconsistencies in
use of the elements of drama and performance conventions
• Demonstrates an inconsistent ability to
work as part of an ensemble
• Displays a limited ability to engage the
audience
• Presents a simplistic performance with
limited coherence or little theatricality
• Demonstrates predictable or simple use of
space
|
3–4
|
• Demonstrates minimal use of the elements
of drama and performance conventions
• Demonstrates little or no evidence of
working as part of an ensemble
• Demonstrates little or no engagement of
the audience
• Presents an incoherent performance
• Demonstrates little or no understanding
of the use of space
|
1–2
|
The Individual Project (30 marks)
Students must undertake a project drawn from one of the
following areas:
• Critical Analysis
• Design
• Performance
• Scriptwriting
• Video Drama
Marking of the Individual Project
For all individual projects, a mark out of 10 is awarded for
each of the three criteria listed, giving a total mark out of 30.
Individual Project: Critical Analysis
This project must be completed in one of the following
areas:
(i)
Director’s Folio
(ii)
Portfolio of Theatre Criticism
(iii)
Applied Research Project.
(i) Individual Project: Critical Analysis
(Director’s Folio)
Criteria for examining Individual Project: Critical Analysis
(Director’s Folio)
• Directorial concept/vision
• Analysis and synthesis of research
• Production experience
Assessment
Criterion 1: Directorial concept/vision (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
– Originality, clarity and practicality of the director’s
concept/vision
– Effective communication of the director’s concept/vision
–
Effective use of key theatrical
elements, features, effects or images which contribute to dramatic meaning
– Integration and unity of dramatic and theatrical elements.
Outcomes assessed: H1.3, H1.5, H1.7, H3.2
MARKING GUIDELINES
Criteria
|
Marks
|
• Clearly communicates a sophisticated and effective directorial
concept/vision demonstrating originality, integrity and practicality
• Demonstrates a sophisticated ability to imagine and integrate key
dramatic and theatrical elements to create meaning for the audience
|
9–10
|
• Communicates a substantial and effective directorial
concept/vision demonstrating some creativity and practicality
• Demonstrates a substantial ability to imagine dramatic and
theatrical elements to create meaning for the audience
|
7–8
|
• Communicates an adequate directorial concept/vision which may vary
in appropriateness, clarity and/or practicality
• Demonstrates an adequate ability to imagine dramatic and
theatrical elements to create meaning for the audience
|
5–6
|
• Presents a simplistic or inconsistent directorial concept/vision
• Describes some dramatic and theatrical elements
|
3–4
|
• Presents an inappropriate or incoherent directorial concept/vision
|
1–2
|
Assessment
Criterion 2: Analysis and synthesis of research (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
– Effective understanding and interpretation of the text
–
Selection of the textual and
support material and analysis of research contributing to the vision for the
production
– Clarity in presenting the project
Outcomes assessed: H1.3, H1.5, H1.7, H3.1, H3.2
MARKING GUIDELINES
Criteria
|
Marks
|
• Demonstrates a sophisticated theatrical and dramatic understanding
of the text
• Applies insightful research and analysis to the creative ideas of
the production
|
9–10
|
• Demonstrates a substantial theatrical and dramatic understanding
of the text
• Applies substantial research and analysis contributing to the
creative ideas of the production
|
7–8
|
• Demonstrates an adequate theatrical and dramatic understanding of
the text
• Applies adequate research contributing to the creative ideas of
the production
|
5–6
|
• Demonstrates a simplistic, superficial or inappropriate
understanding of the text with little interpretation evident
• Uses limited support materials which may contribute to the ideas
of the production
|
3–4
|
• Demonstrates minimal knowledge or understanding of the text
|
1–2
|
Assessment
Criterion 3: Production experience (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
– Skill in conceiving a dramatic and theatrical experience for the
audience
– Appropriateness and effectiveness of rehearsal techniques
– Use of design elements to create dramatic meaning
Outcomes assessed: H1.3, H1.5, H1.7, H2.2, H2.3, H3.2, H3.3
MARKING GUIDELINES
Criteria
|
Marks
|
• Presents sophisticated and integrated design elements appropriate
to the vision and intended audience experience
• Demonstrates a clear understanding of highly effective rehearsal
techniques
|
9–10
|
• Presents substantial and consistent design elements appropriate to
the vision and intended audience experience
• Demonstrates an understanding of effective rehearsal techniques
|
7–8
|
• Presents adequate design elements appropriate to the vision and
intended audience experience
• Demonstrates an adequate understanding of rehearsal techniques
|
5–6
|
• Presents limited design ideas
• Demonstrates limited knowledge of rehearsal techniques
|
3–4
|
• Demonstrates minimal or no knowledge of design elements or
rehearsal techniques
|
1–2
|
(ii) Individual Project: Critical Analysis
(Portfolio of Theatre Criticism)
Criteria for examining Individual Project: Critical Analysis
(Portfolio of Theatre Criticism)
• Selection and evaluation
• Analysing and synthesising
• Language and style
Assessment
Criterion 1: Selection and evaluation (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
– Identifying the style, design and ideas in the production
– Evaluating the significant aspects of the production
–
Distinguishing and commenting
on the different ways the script, the director, designers and performers
contribute to the production.
Outcomes assessed: H1.3, H1.7, H2.3, H3.1, H3.2
MARKING GUIDELINES
Criteria
|
Marks
|
• Demonstrates sophisticated and incisive ability to identify and
evaluate key theatrical elements which contribute to the overall impact of
the production
• Presents a sophisticated and in-depth understanding of how
theatrical elements create dramatic meaning
|
9–10
|
• Demonstrates substantial ability to identify and evaluate key
theatrical elements which contribute to the impact of the production
• Presents an effective and clear understanding of how theatrical
elements create dramatic meaning
|
7–8
|
• Demonstrates an adequate ability to identify and describe some key
theatrical elements which contribute to the impact of the production
• Presents an appropriate but superficial understanding of how
theatrical elements create dramatic meaning
|
5–6
|
• Demonstrates a limited ability to describe some theatrical
elements and makes generalisations about their contribution to the impact of
the production
|
3–4
|
• Presents minimal information about the production, focusing
heavily on the story of the play
|
1–2
|
Note: The term ‘theatrical elements’ refers to style,
script, design, direction and performers
Assessment Criterion 2: Analysing and synthesising (10 marks)
Assessment Criterion 2: Analysing and synthesising (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
– Skill in analysing specific aspects of the production
– Evidence of knowledge/research into understanding of the
script/style of theatre
– Coherent critical statements about the production.
Outcomes assessed: H1.3, H1.7, H2.3, H3.1, H3.2, H3.3
MARKING GUIDELINES
Criteria
|
Marks
|
• Provides perceptive and coherent analysis on the effect of
significant theatrical elements
• Substantiates analysis with sophisticated and extensive knowledge
|
9–10
|
• Provides a clear and appropriate analysis on the effect of
relevant theatrical elements
• Substantiates analysis with informed knowledge
|
7–8
|
• Provides an opinion on the effect of various theatrical elements
• Substantiates analysis with general or superficial knowledge
|
5–6
|
• Provides broad generalisations about theatrical elements that may
vary in relevance
• Presents a discussion based on limited knowledge
|
3–4
|
• Provides general observations about the nature of the story and
the production that may be largely irrelevant
|
1–2
|
Note: The term ‘theatrical elements’ refers to style,
script, design, direction and performers
Assessment
Criterion 3: Language and style (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
– Clarity, appropriateness and flair of reviewing style(s)
– Coherence of structure.
Outcomes assessed: H1.3, H1.7, H3.1, H3.2, H3.3
MARKING GUIDELINES
Criteria
|
Marks
|
• Uses evocative and engaging expression with sophistication and
flair
• Sustains a constantly clear and coherent structure
|
9–10
|
• Uses appropriate and clear expression with some sophistication and
flair
• Sustains a reasonably consistent, clear and coherent structure
|
7–8
|
• Uses adequate expression with varying clarity and structure
|
5–6
|
• Uses limited expression, inappropriate style and/or inconsistent
structure
|
3–4
|
• Presented ideas in an incoherent and unstructured manner
|
1–2
|
(iii) Individual Project: Critical Analysis
(Applied Research Project)
Criteria for examining Individual Project: Critical Analysis
(Applied Research Project)
• Hypothesis and conclusion
• Analysis and synthesis
• Execution
Assessment
Criterion 1: Hypothesis and conclusion (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
– Structuring a clear and coherent original hypothesis
– Evidence of appropriate research for the development of the
hypothesis
– Drawing conclusions from the research.
Outcomes assessed: H1.3, H1.7, H2.3, H3.1, H3.2
MARKING GUIDELINES
Criteria
|
Marks
|
• Presents a sophisticated, clear and original hypothesis
• Determines an insightful and convincing conclusion
|
9–10
|
• Presents a sound and informed hypothesis
• Achieves a coherent and relevant conclusion
|
7–8
|
• Presents a predictable or generalised hypothesis
• Makes a conclusion with some relevance to the hypothesis
|
5–6
|
• Presents a limited proposal
• Makes a simple or general conclusion
|
3–4
|
• Presents an inappropriate or inadequate research project
|
1–2
|
Assessment
Criterion 2: Analysis and synthesis (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
– Effectiveness of research undertaken
– Selection of the material and analysis of the research supporting
the hypothesis.
Outcomes assessed: H1.3, H3.1, H3.2
MARKING GUIDELINES
Criteria
|
Marks
|
• Insightfully explores an area of study relevant to the hypothesis
• Critically synthesises extensive research material in an informed
manner
|
9–10
|
• Substantially explores an area of study appropriate to the
hypothesis
• Effectively synthesises substantial research
|
7–8
|
• Explores an area of study with some relevance to the hypothesis
• Presents adequate research material
|
5–6
|
• Demonstrates some or little analysis of the research material
|
3–4
|
• Provides broad outlines and descriptions of information
|
1–2
|
Assessment
Criterion 3: Execution (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
– Effectiveness in presenting and organising the project
– Clarity and accuracy in the use of language.
Outcomes assessed: H1.3, H3.1, H3.2
MARKING GUIDELINES
Criteria
|
Marks
|
• Uses expression which is sophisticated, authoritative and engaging
• Sustains a consistently clear and coherent structure
|
9–10
|
• Uses expression which is clear and effective
• Sustains a reasonably consistent, clear and coherent structure
|
7–8
|
• Uses adequate and appropriate expression with varying clarity and
structure
|
5–6
|
• Uses limited expression and inconsistent structure
|
3–4
|
• Presents ideas in an incoherent and unstructured manner
|
1–2
|
Individual
Project: Design
(i) Individual Project: Design (Costume)
Criteria for examining Individual Project: Design (Costume)
• Design concept/vision
• Appropriateness
• Execution
Assessment
Criterion 1: Design concept/vision (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
– Effective interpretation of the play realised in a directorial
concept/vision
– Integrity, originality and clarity in the design concept/vision
– Selection of appropriate characters and scenes to communicate the
concept/vision.
Outcomes assessed: H1.3, H1.7, H3.1, H3.2
MARKING GUIDELINES
Criteria
|
Marks
|
• Demonstrates a sophisticated and appropriate directorial
interpretation of the play realised in an original, imaginative and unified
costume design concept/vision
• Presents an insightful selection of appropriate characters and
scenes to effectively communicate the concept/vision
|
9–10
|
• Demonstrates an effective and appropriate directorial
interpretation of the play realised through the costume design concept/vision
containing some imagination, unity and flair
• Presents a selection of characters and scenes to communicate the
concept/vision
|
7–8
|
• Demonstrates an adequate, but perhaps superficial interpretation
of the play realised through a costume design concept/vision which varies in
consistency, unity and appropriateness
• Presents a selection of characters and scenes which vary in
appropriateness in communicating the concept/vision
|
5–6
|
• Demonstrates a limited understanding of the play through a
partially realised costume design concept/vision
• Presents an inappropriate selection of characters and scenes which
convey a partial concept/vision
|
3–4
|
• Demonstrates a partial or irrelevant design concept/vision and/or
does not meet minimal requirements for selection of characters or scenes
|
1–2
|
Assessment
Criterion 2: Appropriateness (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
– Understanding of the characters/roles – social standing, period,
place
– Suitability to the dramatic and technical needs of the characters/roles
– Effectiveness of colours, textures and fabric types to each costume.
Outcomes assessed: H1.3, H1.7, H3.1, H3.2
MARKING GUIDELINES
Criteria
|
Marks
|
• Demonstrates sophisticated understanding of each of the
characters/roles and their dramatic and technical needs
• Presents innovative and evocative use of colours, textures and
fabrics to deliberately enhance dramatic meaning for each costume
|
9–10
|
• Demonstrates a substantial understanding of each of the
characters/roles. Some aspects of the dramatic and technical needs of
characters/roles may be more enhanced than others
• Presents an effective use of colour, textures and fabric types to
support dramatic meaning for each costume
|
7–8
|
• Demonstrates some understanding of each of the characters/roles
but has dealt with those superficially. Inconsistencies in consideration of
the dramatic and technical needs of characters/roles
• Presents adequate use of some, but not all of, the elements of
colour, texture and fabric types to support dramatic meaning
|
5–6
|
• Demonstrates an incomplete or simplistic understanding of each of
the characters/roles. Little consideration of the dramatic and technical
needs of the characters/roles
• Presents a limited awareness or use of the elements of colour,
texture and fabric types, but is unable to manipulate these appropriately to
support dramatic meaning
|
3–4
|
• Demonstrates little understanding of each of characters/roles
• Presents little use of colour, texture or fabric type appropriate
to each costume
|
1–2
|
Assessment
Criterion 3: Execution (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
– Realisation of the design concept/vision in the presentation
–
Clarity and flair in renderings
– Clear and effective support material.
Outcomes assessed: H1.3, H1.7, H3.1, H3.2
MARKING GUIDELINES
Criteria
|
Marks
|
• Demonstrates exemplary ability to realise and present the design
concept/vision with clarity and flair in all renderings
• Presents evocative support material for the project for each
costume with preliminary sketches/descriptions that enhance or extend the
concept
|
9–10
|
• Demonstrates accomplishment in realising and presenting the design
concept/vision with clarity in all renderings
• Presents appropriate support material for the project for each
costume with preliminary sketches/descriptions that inform the concept
|
7–8
|
• Demonstrates adequate ability to realise and present the design
concept/vision with inconsistencies in quality of renderings which may be
stereotypical or without aspects of characterisation and theatricality
• Presents some support material for each costume with adequate or
inconsistent preliminary sketches/descriptions
|
5–6
|
• Demonstrates little ability to present the design concept/vision.
Renderings are basic, inconsistent or non-theatrical and are often undersize
or incomplete
• Presents limited support material for each costume with
rudimentary, insufficient or inappropriate preliminary sketches/descriptions
|
3–4
|
• Demonstrates minimal ability to present a design concept/vision.
Renderings are only superficially completed or are executed with little care
or detail, or are not shown in the context of a figure
• Presents little or no support material for each costume with
minimal or no preliminary sketches/descriptions
|
1–2
|
(ii) Individual Project: Design (Lighting)
Criteria for examining Individual Project: Design (Lighting)
• Design concept/vision
• Appropriateness
• Execution
Assessment
Criterion 1: Design concept/vision (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
– Effective interpretation of the play realised in a directorial
concept/vision
– Integrity, originality and clarity in the design concept/vision
–
Effective visualisation of the
lighting design to contribute to the dramatic impact of significant moments.
Outcomes assessed: H1.3, H1.5, H1.7, H2.2, H3.1, H3.2
MARKING GUIDELINES
Criteria
|
Marks
|
• Demonstrates a sophisticated directorial interpretation of the play
realised with originality, clarity and integrity in the design concept/vision
• Presents a sophisticated visualisation of the lighting design to
contribute to the dramatic impact of significant moments
|
9–10
|
• Demonstrates an effective directorial interpretation of the play
realised with some imagination and unity in the design concept/vision
• Presents an accomplished visualisation of the lighting design to
contribute to the dramatic impact of significant moments
|
7–8
|
• Demonstrates an appropriate but predictable directorial
interpretation of the play realised through a design concept/vision which
varies in consistency, unity and appropriateness
• Presents an adequate visualisation of the lighting design which
has some dramatic impact but is not sustained in significant moments
|
5–6
|
• Demonstrates a very limited directorial interpretation of the play
conveyed through an unsustained, simplistic or flawed design concept/vision
• Presents an inconsistent, incomplete or inappropriate
visualisation of the lighting design for significant moments. The design
concept/vision is only a partial consideration of the dramatic action
|
3–4
|
• Demonstrates little or no directorial interpretation of the play.
The lighting design concept/vision presents a poor or only partial visualisation
that has little relevance to the significant moments
|
1–2
|
Assessment
Criterion 2: Appropriateness (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
–
Effectiveness of the lighting
states and changes that enhance the dramatic action, mood and style
–
Choice of lantern, position,
gel colour and intensity to realise the purpose of the illuminations
–
Effectiveness of the lighting
in enhancing visual elements of the set (where appropriate).
Outcomes assessed: H1.3, H1.5, H1.7, H2.2, H3.2
MARKING GUIDELINES
Criteria
|
Marks
|
• Demonstrates a sophisticated understanding of the choices of
lantern, position, gel colour and intensity to realise the purpose of the
illuminations
• Demonstrates exemplary effectiveness of the lighting states and
changes, which enhance the dramatic action, setting, mood and style of the
two key scenes
|
9–10
|
• Demonstrates a substantial understanding of the choices of
lantern, position, gel colour and intensity to realise the purpose of the illuminations
• Demonstrates consistent effectiveness of the lighting states and
changes, which construct some dramatic impact on the action, setting and mood
in the two key scenes
|
7–8
|
• Demonstrates an adequate understanding of the basic choices
available of lantern, position, gel colour and intensity to realise the
purpose of the illuminations
• Demonstrates an ability to support the dramatic action with
lighting states and changes, which are consistent with the dramatic action of
the two key scenes
|
5–6
|
• Demonstrates a partial or flawed understanding of the basic
lighting equipment and a limited ability to attempt lighting states and
changes that are consistent with the dramatic action in the two key scenes
|
3–4
|
• Demonstrates little awareness of basic lighting equipment or
knowledge of the play
|
1–2
|
Assessment
Criterion 3: Execution (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
– Realisation of the design concept/vision in the presentation
– Clarity and accuracy of the lighting plan, cue sheet and prompt
copy.
Outcomes assessed: H1.3, H1.5, H1.7, H3.2
MARKING GUIDELINES
Criteria
|
Marks
|
• Demonstrates a sophisticated ability to realise the design
concept/vision in the lighting plan
• Presents an exemplary lighting plan, cue sheet and prompt copy
with clarity and accuracy
|
9–10
|
• Demonstrates a substantial ability to realise the design
concept/vision in the lighting plan
• Presents an appropriate lighting plan, cue sheet and prompt copy
that is reasonably consistent and detailed
|
7–8
|
• Demonstrates an ability to realise the design concept/vision in
the lighting plan
• Presents an adequate but superficial lighting plan, cue sheet and
prompt copy that varies in detail and consistency
|
5–6
|
• Demonstrates a limited and inconsistent ability to realise the
design concept/vision in the lighting plan
• Presents a partial or substantially flawed lighting plan. The
prompt copy and/or cue sheet may be incomplete or missing
|
3–4
|
• Demonstrates little or elementary relevance to the play in the
lighting plan, which contains minimal documentation
|
1–2
|
(iii) Individual Project: Design (Promotion and
Program)
Criteria for examining Individual Project: Design (Promotion
and Program)
• Design concept/vision
• Appropriateness and execution of visual elements
• Appropriateness and execution of written materials
Assessment
Criterion 1: Design concept/vision (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
– Effective interpretation of the play realised in a directorial concept/vision
– Integrity, originality and clarity in the design concept/vision
– Use of visual components to communicate the concept/vision.
Outcomes assessed: H.3, H1.5, H1.7, H2.2, H3.1, H3.2, H3.3
MARKING GUIDELINES
Criteria
|
Marks
|
• Demonstrates a sophisticated directorial interpretation of the
play realised with originality, clarity and integrity in the design
concept/vision
• Presents a sophisticated use of visual and textual elements to
communicate the design concept/vision
|
9–10
|
• Demonstrates an effective directorial interpretation of the play
realised with some imagination and unity in the design concept/vision
• Presents an accomplished use of visual and textual elements to
communicate the design concept/vision
|
7–8
|
• Demonstrates an appropriate but predictable or superficial
directorial interpretation of the play realised through a design
concept/vision
• Presents an adequate use of visual and textual elements to
communicate the design concept/vision
|
5–6
|
• Demonstrates a limited directorial interpretation of the play
conveyed through an unsustained, simplistic or flawed design concept/vision
• Presents an inconsistent, incomplete or inappropriate use of
visual and textual elements to convey the design concept/vision
|
3–4
|
• Demonstrates little or no directorial interpretation of the play.
• The design concept/vision is partially realised or irrelevant.
|
1–2
|
Assessment
Criterion 2: Appropriateness and execution of visual elements (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
–
Effectiveness of design
elements in each visual item of promotional material in conveying a dramatic
interpretation of the production
– Understanding purpose of each item of visual promotional material
–
Effectiveness of visual
promotional material in communicating the profile of the theatre company to its
target audience.
Outcomes assessed: H1.3, H1.5, H1.7, H2.2, H3.1, H3.2, H3.3
MARKING GUIDELINES
Criteria
|
Marks
|
• Demonstrates a sophisticated understanding of the purpose of each
item of visual promotional material
• Demonstrates exemplary ability in using visual elements to
communicate the concept/vision and the profile of the theatre company to its
target audience
|
9–10
|
• Demonstrates a substantial understanding of the purpose of each
item of visual promotional material
• Demonstrates substantial ability in using visual elements to
communicate the concept/vision and the profile of the theatre company to its
target audience
|
7–8
|
• Demonstrates a working knowledge of the purpose of the visual
promotional material which varies in understanding for each item
• Demonstrates adequate ability in using visual elements to
communicate the concept/vision and the profile of the theatre company to its
target audience
|
5–6
|
• Demonstrates a limited understanding of the purpose of each item
of visual promotional material
• Demonstrates limited ability in using visual elements to
communicate the concept/vision and the profile of the theatre company to its
target audience
|
3–4
|
• Demonstrates minimal understanding of the purpose of each item of
visual promotional material
• Demonstrates minimal ability in using visual elements to
communicate the concept/vision and the profile of the theatre company to its
target audience
|
1–2
|
Assessment
Criterion 3: Appropriateness and execution of written materials (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
– Use of written materials to communicate the design concept/vision
– Understanding the purpose of each item of the written promotional
material
–
Effectiveness of written
materials in communicating the profile of the theatre company to its target
audience.
Outcomes assessed: H1.3, H1.5, H2.2, H3.2, H3.3
MARKING GUIDELINES
Criteria
|
Marks
|
• Demonstrates a sophisticated understanding of the purpose of
written materials
• Demonstrates sophistication and flair in written material to
communicate the design concept/vision and the profile of the theatre company
to its target audience
|
9–10
|
• Demonstrates a substantial understanding of the purpose of written
materials
• Demonstrates substantial ability in using written material to
communicate the design concept/vision and the profile of the theatre company
to its target audience
|
7–8
|
• Demonstrates an adequate understanding of the purpose of written
materials
• Demonstrates an adequate ability in using written material to
communicate the design concept/vision and the profile of the theatre company
to its target audience
|
5–6
|
• Demonstrates a limited understanding of the purpose of written
materials
• Demonstrates a limited ability to use written material to
communicate the design concept/vision and the profile of the theatre company
to its target audience
|
3–4
|
• Demonstrates minimal understanding of the purpose of the written
materials
• Demonstrates minimal ability in using written material to
communicate the design concept/vision and the profile of the theatre company
to its target audience
|
1–2
|
(iv) Individual Project: Design (Set)
Criteria for examining Individual Project: Design (Set)
• Design concept/vision
• Appropriateness
• Execution
Assessment
Criterion 1: Design concept/vision (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
– Effective interpretation of the play realised in a directorial
concept/vision
– Integrity, originality and clarity in the design concept/vision
– Effective visualisation of the whole play in the design
concept/vision.
Outcomes assessed: H1.3, H1.5, H1.7, H2.2, H3.1, H3.2, H3.3
MARKING GUIDELINES
Criteria
|
Marks
|
• Demonstrates a directorial interpretation that is a sophisticated
visualisation of the whole play realised in an original, imaginative and
unified scenic design, justified within the context of the theatre
|
9–10
|
• Demonstrates an effective directorial interpretation of the whole
play realised with some imagination and creativity in the scenic design
concept/vision, and reasonably justified within the context of the theatre
|
7–8
|
• Demonstrates a superficial but adequate directorial interpretation
of the whole play realised with variation in consistency of the scenic design
concept/vision. The scenic design concept/vision may not make reference to a
theatre context
|
5–6
|
• Demonstrates a rudimentary, inappropriate or incomplete response to
developing an overall scenic design concept/vision for the whole play, with
little understanding of a theatrical context
|
3–4
|
• Demonstrates little understanding of a scenic concept/vision
and/or does not meet the minimal requirements. For example, the scenic design
may only account for a portion of the whole play
|
1–2
|
Assessment
Criterion 2: Appropriateness (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
– Practicality of the design of the performer and audience sightlines,
entrances, levels
– Effectiveness of the design to realise the needs of the play
– Dramatic effectiveness in the use of the stage space, texture,
colour and composition.
Outcomes assessed: H1.3, H1.5, H1.7, H2.2, H3.3
MARKING GUIDELINES
Criteria
|
Marks
|
• Presents a sophisticated realisation of the scenic requirements of
the play for both performers and audience
• Demonstrates innovation and dramatic effectiveness in the use of
stage space, texture, colour and composition to enhance dramatic meaning
|
9–10
|
• Presents a substantial realisation of the scenic requirements of
the play for both performers and audience. Some aspects may be more enhanced
than others
• Demonstrates dramatic effectiveness in the use of stage space,
texture, colour and composition to create dramatic meaning
|
7–8
|
• Presents an adequate realisation of the scenic requirements of the
play for both performers and audience but deals with those superficially.
There may be inconsistencies in consideration of the requirements for
particular scenes and aspects of the play
• Demonstrates a reasonable use of some, but not all elements of
stage space, texture, colour and composition to support dramatic meaning
|
5–6
|
• Presents a limited often incomplete or rudimentary, or flawed
realisation of the scenic requirements for both performers and audience. The
scenic design may focus on only a portion of these requirements
|
3–4
|
• Demonstrates minimal realisation of design elements and/or scenic
requirements for the performers and audience
|
1–2
|
Assessment
Criterion 3: Execution (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
– Realisation of the design concept/vision in the construction and
presentation
– Clarity and accuracy of the floor plans, diagrams and explanations
– Precision in the construction of the model or computer-aided design.
Outcomes assessed: H1.3, H1.5, H1.7, H3.1, H3.2, H3.3
MARKING GUIDELINES
Criteria
|
Marks
|
• Demonstrates an exemplary ability to realise the design
concept/vision in the construction and presentation, including precision in
modelling skills or computer-aided design, clarity and accuracy in floor
plans, scale drawings, diagrams and explanations, use of evocative materials
and scenic designs
|
9–10
|
• Demonstrates a substantial ability to realise the design
concept/vision in the construction and presentation, including good modelling
skills or computer-aided designs, and well drawn floor plans, scale drawings,
diagrams and explanations, use of appropriate materials and scenic designs
|
7–8
|
• Demonstrates an adequate ability to realise the design
concept/vision in the construction and presentation, including modelling
skills or computer-aided designs
• Presentations are sound but often weakened by a lack of attention
to detail in the floor plans, scale drawings, diagrams and explanations,
materials and scenic designs
|
5–6
|
• Demonstrates limited ability to realise the design/concept vision
in the construction and presentation, including modelling skills or
computer-aided designs
• Presentations are often undermined particularly by serious flaws
in scale, poor choice of construction, and scenic design materials, and/or a
lack of essential support documentation
|
3–4
|
• Demonstrates minimal ability to realise the design concept/vision
including modelling skills or computer-aided design
|
1–2
|
Individual Project: Performance
Criteria
for examining Individual Project: Performance
• Performance skills appropriate to the style or form
• Sustaining and developing role/character
• Structure and dramatic coherence.
Assessment Criterion 1: Performance skills
appropriate to the style or form (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
–
Vocal Dynamics: projection,
clarity, tone, pitch, pace
–
Movement Dynamics: control,
energy, spatial awareness
–
Timing: control of delivery,
responses to cues, awareness of rhythms.
Outcomes assessed: H1.1, H1.2, H1.3, H2.1, H2.2, H2.3
MARKING GUIDELINES
Criteria
|
Marks
|
• Demonstrates exemplary performance skills including vocal,
movement, and timing appropriate to the style or form
|
9–10
|
• Demonstrates substantial performance skills including vocal,
movement, and timing appropriate to the style or form, although some skills
may be more refined than others
|
7–8
|
• Demonstrates adequate performance skills including vocal,
movement, and timing which may vary in their level of delivery in relation to
control of vocal projection, clarity, tone, pitch, pace, dynamics; control of
energy, spatial awareness and dynamics in movement; control of delivery, responses
to cues and awareness of rhythms in timing
|
5–6
|
• Demonstrates limited performance skills including vocal, movement,
and timing which may be inappropriate to the style or form
|
3–4
|
• Demonstrates minimal performance skills with little understanding
of style or form
|
1–2
|
Assessment Criterion 2: Sustaining and
developing role/character (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
–
Belief/conviction/energy
–
Complexity/dimension
–
Clarity in presentation of character(s)
or role(s)
–
Focus
Outcomes assessed: H1.1, H1.2, H1.3, H3.3
MARKING GUIDELINES
Criteria
|
Marks
|
• Demonstrates exemplary ability to realise and sustain subtly
defined role(s) or character(s)
|
9–10
|
• Demonstrates substantial ability to realise and sustain role(s) or
character(s). Some aspects of sustaining and developing role(s) or
character(s) may be more refined than others
|
7–8
|
• Demonstrates adequate ability to realise and sustain role(s) or
character(s), which are unsustained or inconsistent. Variations may occur in
level of belief/conviction/energy, complexity/dimension, focus and clarity in
presentation
|
5–6
|
• Demonstrates limited ability to realise and sustain role(s) or
character(s) with limited clarity in presentation
|
3–4
|
• Displays minimal or no ability to realise role(s) or character(s).
May play themselves. Minimal involvement or lack of clarity in presentation
of role(s) or character(s)
|
1–2
|
Assessment Criterion 3: Structure and
dramatic coherence (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
–
Effective use of performance
elements
–
Establishing and maintaining a
clear intention and an appropriate relationship with the audience
in the context of the performance space
–
Integrity, originality and
clarity in analysis, interpretation and presentation of the chosen material
–
Realisation of a coherent
theatrical performance
–
Effective use of space in the
context of the performance style.
Outcomes assessed: H1.3, H2.1, H2.2, H2.3, H3.1, H3.3
MARKING GUIDELINES
Criteria
|
Marks
|
• Demonstrates outstanding manipulation of the performance elements
• Demonstrates ability to work at a sophisticated level to realise a
coherent theatrical performance which evokes a powerful audience response
• Demonstrates flair, integrity and clarity in analysis,
interpretation and presentation of the chosen material/style
• Demonstrates sophisticated use of space appropriate to the
material/style
|
9–10
|
• Demonstrates substantial ability to control the performance
elements
• Demonstrates accomplished ability to effectively engage the
audience
• Presents a coherent and largely theatrical performance which
demonstrates an effective interpretation of the chosen material/style
• Demonstrates effective use of space appropriate to the material/style
|
7–8
|
• Demonstrates adequate ability to use the performance elements and
engage the audience
• Presents a generally coherent, but often superficial
interpretation of the chosen material/style
• Demonstrates adequate use of space appropriate to the material/style
|
5–6
|
• Demonstrates limited ability to use the performance elements and
engage the audience
• Presents a limited interpretation of the chosen material/style,
often with frequent inconsistencies in coherence
• Demonstrates predictable or simplistic use of space
|
3–4
|
• Demonstrates minimal or no use of the performance elements with
little or no engagement of the audience
• Presents an incoherent or non theatrical performance
• Demonstrates little or no understanding of the use of space
|
1–2
|
Individual Project: Scriptwriting
Criteria for examining Individual Project: Scriptwriting
• Concept
• Dramatic Action
• Dramatic Language
Assessment
Criterion 1: Concept (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
– Originality, clarity and sustained theatrical concept
– Stylistic and thematic coherence of the script
– Structural cohesion
Outcomes assessed: H1.3, H1.5, H1.7, H3.1, H3.2, H3.3
MARKING GUIDELINES
Criteria
|
Marks
|
• Presents a sophisticated script concept demonstrating flair, a
sustained theatrical vision and clarity of purpose
• Demonstrates extensive understanding of the stylistic, structural
and thematic demands of scriptwriting
|
9–10
|
• Presents an effective script concept with some inconsistency
• Demonstrates a substantial understanding of the stylistic,
structural and thematic demands of scriptwriting
|
7–8
|
• Presents an adequate script concept that is often predictable
• Demonstrates a basic understanding of the stylistic, structural
and thematic demands of scriptwriting, but often lacks clarity and
consistency
|
5–6
|
• Presents a limited script concept that lacks coherence
• Demonstrates insufficient awareness of the stylistic, structural
and thematic demands of scriptwriting
|
3–4
|
• Presents a minimal awareness of the stylistic, structural and
thematic demands of scriptwriting
|
1–2
|
Assessment
Criterion 2: Dramatic Action (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
– Effective choice and shaping of dramatic and theatrical elements
– Development of clear and purposeful dramatic action
– Effectiveness in engaging the audience
Outcomes assessed: H1.3, H1.5, H1.7, H2.2, H3.2, H3.3
MARKING GUIDELINES
Criteria
|
Marks
|
• Develops sophisticated dramatic action by manipulating dramatic
and theatrical elements with flair and control to thoroughly engage the
audience
|
9–10
|
• Develops substantially effective dramatic action by effective use
of dramatic and theatrical elements to engage the audience
|
7–8
|
• Develops adequate but superficial dramatic action with less
effective use of dramatic and theatrical elements which engages the audience
in an inconsistent way
|
5–6
|
• Develops limited dramatic action with limited engagement for an
audience
|
3–4
|
• Develops minimal dramatic action that is ultimately flawed,
unresolved and with little audience engagement
|
1–2
|
Assessment
Criterion 3: Dramatic Language (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
–
Use of language effectively to
create characters and relationships
–
Use of language effectively to
describe visual and/or aural imagery and effects appropriate to the stylistic
demands of the play
– Use of language to create subtextual, symbolic and thematic meaning.
Outcomes assessed: H1.3, H1.5, H1.7, H2.2, H3.2, H3.3
MARKING GUIDELINES
Criteria
|
Marks
|
• Demonstrates a sophisticated use of dramatic language to craft
subtextual, symbolic and/or thematic meaning
• Writes clearly defined, thoroughly convincing characters and
relationships, with thoroughly effective, and powerful visual and/or aural
imagery
|
9–10
|
• Demonstrates a substantially effective use of dramatic language to
create subtextual, symbolic and/or thematic meaning
• Writes effective characters and relationships, with effective
visual and/or aural imagery
|
7–8
|
• Demonstrates an adequate use of dramatic language to create some
dramatic meaning
• Writes characters and relationships of varying clarity and belief,
with visual and/or aural imagery generally appropriate to the style of the
play
|
5–6
|
• Demonstrates a limited use of language to make dramatic meaning
• Writes characters and relationships with some clarity, with visual
and/or aural imagery of limited effect that may not be appropriate to the
stylistic demands of the play
|
3–4
|
• Demonstrates minimal use of language to make some or no dramatic
meaning
• Writes characters and relationships with little or no clarity or
belief
|
1–2
|
Individual
Project: Video Drama
Criteria for examining Individual Project: Video Drama
•
Narrative/Directorial
vision
•
Production
• Post-production
Assessment
Criterion 1: Narrative/Directorial vision (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
– Originality and clarity of the directorial vision
–
Clarity and integrity of screen
writing and narrative structure (including character, setting and plot
development) that promotes audience engagement in the drama
–
Ability to control the elements
of drama in the narrative.
Outcomes assessed: H1.3, H1.5, H1.7, H2.2, H3.3
MARKING GUIDELINES
Criteria
|
Marks
|
• Presents a sophisticated directorial vision that demonstrates
originality, clarity and unity in the narrative
• Demonstrates exemplary ability to control the dramatic elements,
screen writing and narrative structure that powerfully engages the audience.
|
9–10
|
• Presents an effective directorial vision and a largely coherent
and original narrative with some inconsistencies
• Demonstrates substantial ability to control the dramatic elements,
screen writing and narrative structure that effectively engages the audience
|
7–8
|
• Presents a generally coherent directorial vision that may have a
predictable, inconsistent or superficial narrative.
• Demonstrates an adequate, sometimes inconsistent, ability to use
dramatic elements and screen writing
to create some audience engagement.
|
5–6
|
• Presents a limited directorial vision that has a simplistic,
inconsistent or unclear narrative.
• Demonstrates limited use of dramatic elements and screen writing
skills resulting in limited audience engagement
|
3–4
|
• Presents an incoherent narrative that demonstrates minimal skill
in the use of dramatic elements
|
1–2
|
Assessment
Criterion 2: Production (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
– Framing the dramatic action including shot selection, coverage and
variety; camera movement, angles, focus, shot length, shot size, light and
perspective to create dramatic meaning
– Directing the dramatic action for the screen
– Controlling production elements including location sound, lighting,
location, costume and casting.
Outcomes assessed: H1.3, H1.5, H1.7, H2.2, H2.3
MARKING GUIDELINES
Criteria
|
Marks
|
• Demonstrates exemplary ability to direct the camera and the
action, to create and communicate the narrative
• Uses highly effective production elements such as live sound,
location, lighting, costume and casting
|
9–10
|
• Demonstrates substantial ability to direct the camera and the
action, to create and communicate the narrative
• Uses effective production elements such as live sound, location,
lighting, costume and casting
|
7–8
|
• Demonstrates adequate ability to direct the camera and the action,
to create and communicate some aspects of the narrative
• Uses appropriate production elements such as live sound, location,
lighting, costume and casting although the quality of these elements may vary
|
5–6
|
• Demonstrates limited ability to direct the camera and the action,
to create and communicate limited aspects of the narrative
• Limited or inappropriate use of production elements such as live
sound, location, lighting, costume and casting
|
3–4
|
• Demonstrates minimal ability to control the camera and the action,
and use production elements such as live sound, location, lighting, costume
and casting
|
1–2
|
Assessment
Criterion 3: Post‑production (10 marks)
The assessment of this criterion focuses on the following
aspects as appropriate
–
Editing the film for dramatic
meaning with particular reference to tension, pace and mood
– Designing the sound to support the dramatic meaning
–
Making appropriate choices in
post production effects to support dramatic meaning
Outcomes assessed: H1.3, H1.5, H1.7, H2.2, H3.3
MARKING GUIDELINES
Criteria
|
Marks
|
• Demonstrates a sophisticated ability to create the dramatic
meaning of the short film through effective control of editing, sound and
post-production effects
|
9–10
|
• Demonstrates substantial ability to create the dramatic meaning of
the short film through control of editing, sound and post-production effects
|
7–8
|
• Demonstrates adequate ability to create the dramatic meaning of
the short film through some control of editing, sound and post-production
effects
|
5–6
|
• Demonstrates limited ability to create the dramatic meaning of the
short film through editing, sound and post-production effects
|
3–4
|
• Demonstrates minimal ability to create the dramatic meaning of the
short film through editing, sound and post-production effects
|
1–2
|
