Achievement standard 3.1 -
Apply Drama Techniques in a Scripted Context
Achievement Standard Drama 91512: Interpret scripted text to integrate drama techniques in performance
Resource reference: Drama 3.1B
Resource title: Modern magic
Credits: 4
Achievement - Interpret scripted text to integrate drama techniques in performance.
Achievement with Merit - Interpret scripted text to integrate drama techniques skilfully in performance.
Achievement with Excellence - Interpret scripted text to integrate drama techniques effectively in performance.
Context/setting
This activity requires students to perform an extract from a play. They do this either as a monologue or in a group (2-4 people). The length of performance should be approximately 3-5 minutes, depending on group size.
Students are assessed individually on their ability to perform their scene by effectively integrating drama techniques to portray one or multiple characters. In doing this, they will communicate an interpretation that is consistent with the themes of the whole play.
Each student will also submit a statement of intention and an annotated script to support their interpretation and integration of techniques.
Before using this resource, you will need to select a variety of scripts that will engage your students, work out exactly how the assessment will be applied to these scripts, create or finalise any student pages that are needed, and ensure that the assessment schedule aligns with the activity in its final form.
Conditions
The preparatory activities and assessment tasks will take place over approximately 4-6 weeks of in-class and out-of-class time.
Before beginning these activities we will partake in practical workshops on how to use drama techniques to find and show meaning in a script.
Students work individually or in a group (2-4 people) but are assessed individually.
Resource requirements
This standard assesses how well the student uses techniques to communicate their interpretation. It is not necessary to use lighting or elaborate sets/costumes for use in your performances. It is, however, helpful for you to have a basic set (such as a chair, table, or rostrum) to help you vary and create ideas in the performance space.
You will have access to resources that will aid you in your interpretations. This could include information about the key ideas and/or theatre forms that influenced the playwright.
You will have space in which to rehearse and perform.
Access to video cameras, or cellphones for you to record their rehearsals at different stages may be helpful for self-reflection.
Introduction
This assessment activity requires you to perform an extract from a play. You will do this either as a monologue or as part of a group (2-4 people). Your performance should be between 3-5 minutes long, depending upon the number of people in your group.
You will also submit a statement of intention and an annotated script to support your interpretation and integration of techniques.
You will be assessed individually on your ability to perform your scene by integrating drama techniques effectively to:
Task:
Prepare a statement of intention
Choose a contemporary play from the selection provided and an extract from it for performance. Decide whether you will create a monologue or work in a group. If working in a group, ensure that each role provides opportunity for all performers to achieve with excellence. The roles should be substantial within the extract and need to allow each actor to explore layers of meaning. The extract can be taken from several scenes in the play or be one particular scene. The length of the performance should be between 3-12 minutes, depending on the size of the group.
Individually, write a statement of intention that includes:
Annotate your script
Annotate your script to reflect final decisions about how you will integrate voice, body, movement, and space in your performance to show your interpretation of the scene in relation to the play as a whole. Provide the reasons for your choices, so make sure they are still in keeping with what you have written in your statement of intention.
Perform your extract
Perform your scene, as rehearsed, to fulfil the ideas in your statement of intention and according to the decisions set out in your annotated script. Remember that you are aiming to integrate the drama techniques of voice, body, movement, and space in a performance that is sustained, truthful, convincing and has impact.
Hand in your statement of intention and annotated script before your performance.
Resource A: Glossary of voice, body, movement, and use of space techniques
Voice
Accent particular to a country/society/culture
Articulation clarity in forming/saying words
Breathing breathing to enable controlled use of voice
Cueing when to speak
Inflection the rise and fall of the voice
Pace rate at which words are spoken
Pause where sound stops, how often, and for how long
Phrasing grouping words in sense units
Pitch highness or lowness of a sound
Projection enabling the audience to hear the voice
Tone reflecting feelings/emotions in the voice
Volume how loudly/softly words are spoken
Body
Body language using the body (facial expression/eye movement/gesture/ stance) to show meaning
Eye contact establishing eye contact with another actor or the audience
Facial expression a smile, a frown, a quizzical look, a glare …
Gesture movement of any part of the body
Stance the way the actor stands, sits, or lies to show meaning
Movement
Direction where you are going
Ensemble awareness the ability to move as part of a group
Movement/stillness in particular, contrast between these two
Showing energy how you move or stand on stage
Timing when you move
Use of space
Audience awareness knowing the placement of the audience
Exits/entrances use for dramatic effect and intent
Grouping relationships between actors on stage
Levels difference between low, medium, and high
Proximity to other actors, the set, and the audience
Text chosen for this task: The Dumb Waiter by Harold Pinter
Resource reference: Drama 3.1B
Resource title: Modern magic
Credits: 4
Achievement - Interpret scripted text to integrate drama techniques in performance.
Achievement with Merit - Interpret scripted text to integrate drama techniques skilfully in performance.
Achievement with Excellence - Interpret scripted text to integrate drama techniques effectively in performance.
Context/setting
This activity requires students to perform an extract from a play. They do this either as a monologue or in a group (2-4 people). The length of performance should be approximately 3-5 minutes, depending on group size.
Students are assessed individually on their ability to perform their scene by effectively integrating drama techniques to portray one or multiple characters. In doing this, they will communicate an interpretation that is consistent with the themes of the whole play.
Each student will also submit a statement of intention and an annotated script to support their interpretation and integration of techniques.
Before using this resource, you will need to select a variety of scripts that will engage your students, work out exactly how the assessment will be applied to these scripts, create or finalise any student pages that are needed, and ensure that the assessment schedule aligns with the activity in its final form.
Conditions
The preparatory activities and assessment tasks will take place over approximately 4-6 weeks of in-class and out-of-class time.
Before beginning these activities we will partake in practical workshops on how to use drama techniques to find and show meaning in a script.
Students work individually or in a group (2-4 people) but are assessed individually.
Resource requirements
This standard assesses how well the student uses techniques to communicate their interpretation. It is not necessary to use lighting or elaborate sets/costumes for use in your performances. It is, however, helpful for you to have a basic set (such as a chair, table, or rostrum) to help you vary and create ideas in the performance space.
You will have access to resources that will aid you in your interpretations. This could include information about the key ideas and/or theatre forms that influenced the playwright.
You will have space in which to rehearse and perform.
Access to video cameras, or cellphones for you to record their rehearsals at different stages may be helpful for self-reflection.
Introduction
This assessment activity requires you to perform an extract from a play. You will do this either as a monologue or as part of a group (2-4 people). Your performance should be between 3-5 minutes long, depending upon the number of people in your group.
You will also submit a statement of intention and an annotated script to support your interpretation and integration of techniques.
You will be assessed individually on your ability to perform your scene by integrating drama techniques effectively to:
- portray one or multiple characters
- communicate an interpretation that is consistent with the themes and ideas of the whole play.
Task:
Prepare a statement of intention
Choose a contemporary play from the selection provided and an extract from it for performance. Decide whether you will create a monologue or work in a group. If working in a group, ensure that each role provides opportunity for all performers to achieve with excellence. The roles should be substantial within the extract and need to allow each actor to explore layers of meaning. The extract can be taken from several scenes in the play or be one particular scene. The length of the performance should be between 3-12 minutes, depending on the size of the group.
Individually, write a statement of intention that includes:
- one key phrase that sums up what you want the audience to understand from your performance
- the through line of your scene and how this fits into your super-objective for the larger play
- a description of your role including physical and emotional characteristics, actions, attitudes, and behaviours and how the character/role relates to others in the play
- a note about the time and place in which the play is set and how the setting relates to key social/historical ideas of the time, the theatre form/period, or key ideas still relevant today
- a description of the situation shown in the scene, including key relationships and problems and how these relate to a key theme of the play as a whole.
Annotate your script
Annotate your script to reflect final decisions about how you will integrate voice, body, movement, and space in your performance to show your interpretation of the scene in relation to the play as a whole. Provide the reasons for your choices, so make sure they are still in keeping with what you have written in your statement of intention.
Perform your extract
Perform your scene, as rehearsed, to fulfil the ideas in your statement of intention and according to the decisions set out in your annotated script. Remember that you are aiming to integrate the drama techniques of voice, body, movement, and space in a performance that is sustained, truthful, convincing and has impact.
Hand in your statement of intention and annotated script before your performance.
Resource A: Glossary of voice, body, movement, and use of space techniques
Voice
Accent particular to a country/society/culture
Articulation clarity in forming/saying words
Breathing breathing to enable controlled use of voice
Cueing when to speak
Inflection the rise and fall of the voice
Pace rate at which words are spoken
Pause where sound stops, how often, and for how long
Phrasing grouping words in sense units
Pitch highness or lowness of a sound
Projection enabling the audience to hear the voice
Tone reflecting feelings/emotions in the voice
Volume how loudly/softly words are spoken
Body
Body language using the body (facial expression/eye movement/gesture/ stance) to show meaning
Eye contact establishing eye contact with another actor or the audience
Facial expression a smile, a frown, a quizzical look, a glare …
Gesture movement of any part of the body
Stance the way the actor stands, sits, or lies to show meaning
Movement
Direction where you are going
Ensemble awareness the ability to move as part of a group
Movement/stillness in particular, contrast between these two
Showing energy how you move or stand on stage
Timing when you move
Use of space
Audience awareness knowing the placement of the audience
Exits/entrances use for dramatic effect and intent
Grouping relationships between actors on stage
Levels difference between low, medium, and high
Proximity to other actors, the set, and the audience
Text chosen for this task: The Dumb Waiter by Harold Pinter