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Advice for teachers -
Drama

Unit 3 - Sample approaches to developing an assessment task

Outcome 1

For Unit 3 Outcome 1 students devise and present an ensemble performance that goes beyond the reality of life as it is lived. The ensemble may reflect a specific performance style or it may draw on multiple performance styles and be eclectic in nature. The following advice focuses on task design, selecting stimulus material and a suggested framework for providing instructions for students.

Task design

The task design needs to allow for equity across the class while catering for the needs of individual students.  For example, all groups in the class might work with the same stimulus material and structure to devise their performance but have the flexibility to decide on specific aspects, such as characters, the use of production areas or the form of their work.

The task should allow students to explore the dramatic potential of stimulus material, and use a range of play-making techniques to develop and present characters and give dramatic form to a devised ensemble performance. It should also allow students to:

  • explore dramatic potential of stimulus material and use play-making techniques to develop characters
  • demonstrate understanding of techniques used by selected drama practitioners to develop performances
  • use selected performance styles and associated conventions
  • manipulate dramatic elements in a devised ensemble performance
  • manipulate the actor-audience relationship to communicate meaning and have specific and intentional impacts on an audience
  • explore and use expressive skills and performance skills to present characters within an ensemble performance
  • explore, select and manipulate conventions, including application of symbol and transformation of character, time and place
  • manipulate production areas to enhance an ensemble performance
  • collaborate on the construction and presentation of an ensemble performance to an audience
  • have the opportunity to demonstrate the highest level of performance
  • perform the devised work to an audience.

Task conditions

The task is worth 100 marks and contributes 20 per cent of the School-assssed Coursework for Unit 3 to the VCE Drama study score. Students work in groups of two or more. Each student should have approximately five to eight minutes of primary focus performance time in the work. For groups of six, the complete performance should be 30–48 minutes in duration.

Where possible all students in a class should be assessed under common conditions; for example, at a performance evening.

Preparation

Preparation for the task begins at the commencement of Unit 3 and can include a number of stages. For example, the class may participate in workshops to explore selected performances styles or the work of specific drama practitioners.

Preparing and writing the task

Stimulus material for the task can be provided by the teacher or students can respond to a given theme, concept or idea. Information about matters such as when and where the performance will take place, or access to resources such as the school costume collection etc., should be provided in the task instructions. An instruction sheet that outlines the requirements of the task, including the timeline, should be provided for students.

Example of the approach to developing the assessment task – devised ensemble performance

Unit 3 Outcome 1

Develop and present characters within a devised ensemble performance that goes beyond a representation of real life as it is lived.

Theme: [title, key idea, concept]

Performance duration: [include time range for different group sizes as appropriate]
Performance dates: [term 2, week 4, exact date and time tbc]
Performance venue: [the Drama Room]

Performance styles: [list or provide options]

Prescribed conventions

  • Application of symbol and transformation of character, time and place
  • Style-specific conventions

Background

Plot: [4–5 points that outline scenes/events etc. that must be included in the performance]

Marking the task

The marking scheme used to assess a student’s level of performance should reflect the relevant aspects of the performance descriptors and be explained to students before they commence the task.

A specific number of marks should be assigned to each component of the task. For example:

  • contribution to construction of an ensemble performance (20 marks)
  • use of play-making techniques to explore dramatic potential of stimulus material (10 marks)
  • use of play-making techniques to create dramatic form for the performance (10 marks)
  • use of conventions relevant to the specified performance style/s including application of symbol and transformation of character, time and place (30 marks)
  • portrayal of characters through use of expressive skills and performance skills (15 marks)
  • manipulation of selected dramatic elements and productions area to communicate meaning
    (15 marks).

Authentication

Authentication issues can be minimised if students complete most of the development work during scheduled class time. Teachers should regularly observe the work of each group and monitor contributions of individual students.