A.S. 1.1 - Apply drama techniques in a dramatic context
drama1_1a_v2_nov12-1.docx | |
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Achievement Standard 1.1 is a performance standard. It requires you to use your voice and your body and to use movement and space in your interpretation of a role, relationship and/or situation.
Achievement criteria
Achievement criteria
Achievement
Apply drama techniques in a dramatic context |
Merit
Apply drama techniques skilfully in a dramatic context |
Excellence
Apply drama techniques effectively in a dramatic context |
Assessment of Achievement Standard 90006 (AS. Drama 1.1)
To achieve the standard you will use appropriate techniques of voice, body, movement, and use of space together in a performance.
Example...
Playing the role of an old man could include you using a croaky voice, a hunched back (body), slow steps (movement) and positioning the character close to other characters to show that you can't hear the other characters (use of space).
To achieve the standard with merit you will demonstrate skilful use of techniques, working with competence, control and a sense of purpose in a sustained use of voice, body, movement, and space that supports the intention of the dramatic context.
Example...
Playing the role of an old man, your croaky voice could change pitch or tone as you reminisce about your youth. You control the hunched back and slow steps of the old man and you add weight or energy to his difficulty in stnading up or sitting down to show your competence in movement. To show a sense of purpose, your hands may shake as you grip onto your walking stick for support.
To achieve the standard with excellence you will apply drama techniques skilfully and effectively - your presentation must be convincing and have impact. Members of the audience relate to what they see on stage and may lose themselves' in the drama.
Example...
Playing the role of an old man, the portrayl may go beyond the stereotype as you add subtleties that make the role more interesting and realistic. You may use eye contact and facial expression as you gaze fondly at the young children playing, a warm smile and a twinkle in your eyes as you enjoy seeing their energy and youthfulness. Your movements may be slow in small steps; but your movement is not too exaggerated and is totally convincing. You are no longer a teenager playing an old man, for a moment, you become the old man.
You must interact with at least one other student in the performance.
Your performance must be between two and four minutes in duration (length)
The text used for the dramatic context could be script work, performance poetry, or storytelling.
Option # 1 - 2017
Using Romeo & Juliet as a starter for performance work
Using Shakespeare's play, Romeo & Juliet, you will use it as a starter to create a performance of 2-4 mins in duration. You will use the playtext as inspiration and create a scene not seen in the play
E.g.
** Romeo & Rosaline meeting
** The death of Romeo's Mother, Lady Montague, after her son has been banished to Mantua
** A scene showing the first altercation between the Capulets and Montagues - showing how the feud began
** The Capulets and Montagues making peace, after Romeo & Juliet have died
** The Prince
Option # 2 - 2014
Using poetry from WW1 era
Method:
You must include as part of your supporting evidence a brief statement on the context of your performance. This must include information about the role (e.g. an old man); time (e.g.present day, morning); place e.g. the lounge in a family home); situation (e.g. playing a board game); and action (e.g the old man can't remember where he pit the dice).
You must include an annotated script as part of your evidence. The annotated script is to include character motivation (e.g. old man wants to show he can cope with living alone); stage directions (e.g. old man looks for the dice in the following places in the following order: on table, in drawer, under couch etc); and drama techniques used (e.g. old man uses slow steps and holds onto the side of the couch to show he is frail).
Creating a character
Creating a character at this level involves you, the actor, going through a number of processes so that you can perform in an effective way. You want the audience to be engaged in your performance - the following techniques are essential for success...
Drama techniques:
Movement
- Controlling movement and stillness
- Travelling through space
- Timing - speed and when you move
- Direction - where you are going
- Ensemble awareness - moving with others in a unified, contrasting, or unified way
- Audience awareness
- Energy - the way you move
- Mirroring, shadowing, and use of repetition
Body
- Body language - use of the whole body
- Posture - how you hold yourself
- Facial expression - to communicate a message, intention, or role
- Eye contact - to show relationships and modd between actors and audience
- Body awareness - to select appropriate use of body
- Gesture - movement of a certain part of the body to indicate something or communicate something
- Positioning - facing audience, other actors, etc..
Voice
- Volume - how loudly or softly the words are spoken
- Tone - shows feeling or emotion in voice
- Pace - how fast, or slow words are spoken
- Pitch - the highness or lowness of a sound
- Projection - so audience can hear voice
- Pausing and silence - stopping sound and for how long
- Breathing - to show control
- Accent - particular to country or region or culture
- Articulation - speaking clearly
- Listening - interacting and responding to others
- Cueing - picking up signals of when to speak
- Inflection - rise and fall of voice
- Emphasis - putting stress on some words
Space
- Levels
- Audience awareness
- General
- Personal
- Groupings
- Positioning
- Interaction
- Focus
- Proximity to other actors
- Using exits and entrances
Conditions of Assessment related to this achievement standard can be found at:
www.tki.org.nz/e/community/ncea/conditions-assessment.php.ocus of the assessment
Using drama techniques together in a performance...
The word "apply" in the Achievement Standard means that you will use ALL of the four drama techniques in combination. You will not just focus on your voice when you play the character of an "old man". You will not work just on body techniques to portray the conflict in someone's head... you can't work just on space to show how bullying has affected a character. You also can't just focus on movement in your interpretation of prose or a poem.
For this standard you must work on using the four drama techniques together in your performance. You will have an intention for your dramatic context: it might be a poem, script, storytelling, or physical drama.
By now... you should have a good understanding of what each of the four drama techniques mean and you have used them in class during workshopping exercises. Adapt them to suit the style of your drama piece.
Statement of context...
You will need to give me some details about your performance. This will be called your "statement of context". It will link to the drama techniques that you are using in your performance.
Here is an example of what your statement of context might look and sound like...
ROLE - I played the role of Robert. He is 13 years old and is the youngest member of his family. He has two elder siblings.
TIME - The play is set in the 1940's. The scene I'm in is set in the afternoon, during summer.
PLACE - We are all playing in my house's backyard
SITUATION - We are all kids playing "war" with other kids from next door. We are pretending to be Japanese and miming being in aeroplanes, while others are American soldiers
ACTION - I want to be the leader in the group, so boss the others around. They run around pretending to shoot me. In the end, we are all play-fighting with other, and then they try to put a paracute on me.
You need to explain how each of the above drama elements is used in your drama piece. You should also include the names of the people in your group and the style or theme of your particular performance. Do you use music? Is there a particular mood you are trying to create? Do you have an intention for the audience?
Example -
My class did a whole-class drama based around the song "Just give me a reason" by Pink and Nate Russ. It is a montage of different movement and freeze frames that highlight the meaning behind the song's lyrics. We are trying to show the fragile nature of relationships and the variances in the emotional demands of each person in the relationship.
Annotated Script...
You are also required to include an annotated script with your statement of context. There are many ways of annotating a script - and I will give you specific instructions about doing this...
Script AnnotationFor Actors link
* Character motivation - e.g. a young boy wants to earn some money by doing a paper route
* Stage directions - e.g. the young boy sits on centre stage with his bike beside him (because he's broken his arm and can't ride) and a large knapsack full of papers
* drama techniques used - e.g. the boy has a hunched shoulders and he bends over because his arm is in pain.
It is very difficult to fit all of this information onto a script/poem/prose. You could have the script double spaced on the page or use colour coding to show the different annotations, but it can be easier to use a template that allows you to discuss specific moments or lines of dialogue. This shows how you have used the drama techniques and explains why you used them. This also reveals your intention or motivation.
Annotated Script...
* Aspects of voice, e.g volume, projection, tone, pitch, breathing, articulation, phrasing, pace, accent
* Aspects of body language, e.g. facial expression, gesture, and posture
* Aspects of movement, e.g. awareness, timing, directing, energy, moving with others
* Aspects of use of space, e.g. general / performance / space / area, personal space, exits/entrances, levels
Important... exemplars... read before proceeding with written part of assessment...
90006.pdf | |
File Size: | 389 kb |
File Type: |
Notes for written evidence...
The primary evidence for this standard comes from the demonstration of drama techniques in performance. Explanatory Note 6 states that supporting evidence is also required. This must consist of a brief statement of context and an annotated script, both of which enable the context to then be linked to the use of techniques. The statement of context should contain indication of role, time, place, situation and action. The annotated script should indicate character motivation, stage directions and drama techniques used.
It is expected that the student’s choices of technique in performance would be appropriate to the information contained in the statement of context and annotated script. Choices that do not link with the context are not "appropriate" and will not be considered as evidence to support achievement.
The supporting evidence is necessary for achievement but does not support attainment of higher levels of achievement. Evidence for achievement at higher grade levels is to be found in the quality of the student performance.
At Achieved level, students will provide the required documentation and apply techniques "together in a performance."
At Merit level, students will provide the required documentation and apply drama techniques "skilfully." This means that they will work with competence, control and a sense of purpose. In this standard it refers to the use of techniques that support the intention of the dramatic context in performance. It requires dexterity in the use of voice, body, movement and space.
At Excellence, students will provide the required documentation and apply drama techniques "effectively." This means that they will present work convincingly, capturing the essence of the dramatic context with impact.
It is expected that the student’s choices of technique in performance would be appropriate to the information contained in the statement of context and annotated script. Choices that do not link with the context are not "appropriate" and will not be considered as evidence to support achievement.
The supporting evidence is necessary for achievement but does not support attainment of higher levels of achievement. Evidence for achievement at higher grade levels is to be found in the quality of the student performance.
At Achieved level, students will provide the required documentation and apply techniques "together in a performance."
At Merit level, students will provide the required documentation and apply drama techniques "skilfully." This means that they will work with competence, control and a sense of purpose. In this standard it refers to the use of techniques that support the intention of the dramatic context in performance. It requires dexterity in the use of voice, body, movement and space.
At Excellence, students will provide the required documentation and apply drama techniques "effectively." This means that they will present work convincingly, capturing the essence of the dramatic context with impact.
Drama techniques performance checklist (for rehearsals)
1.1_side_notes.docx | |
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File Type: | docx |