Subject Area: F-10 Drama
Author: Rebecca To, Nicholas Amarant,Jane Bailey
Present a non-naturalistic ensemble performance to a prescribed structure. Students must demonstrate the ability to transform time, space and character.
Level 10 of the Victorian Curriculum
|Purpose||Scaffold students in preparation for VCE Drama Ensemble performance. This task serves as a summative assessment tool.
Students will be assessed as an ensemble for elements such as research and performance construction and as individuals for expressive skills (which is the focus of these rubrics).
This is an appropriate task because it is the right form of assessment to determine the expressive skill set of the students. It assists them in developing their expressive skills that are necessary for the completion of VCE Drama. It is appropriate to assess students as individuals or as a group as this continues into VCE Drama.
|Administer||This task will be administered as an ensemble performance. The students are in groups of 4-5. The production process including research, rehearsal and performance will take one term. The performance will be approximately 20 minutes.
This is authentic assessment because the performance will be recorded. This means that any observations taken during the performance can be double checked against the video recording so that the time after the viewing does not skew the data and make it subjective to memory. It also means that the assessor can observe what individual does and does not do and the expressive skills can only be performed by the individual being assessed.
This task is aptly timed because it is the same performance time for all students. Because the performance has been devised, they have had the opportunity to make sure that the performance is the right duration for the allocated time.
|Record||We will take notes during the performance. Performances will also be recorded on video for further analysis.
|This task is accurate because students will all be given the same time to perform. They will all perform in the same venue and have access to the same resources. Noise will be reduced my making sure that no groups are rushed. Students understand appropriate behaviour for on stage and for as an audience member, and this will be monitored by the teacher.|
|Interpret||The results will be interpreted into a letter grade, which will be given to students. Students will be provided with structured feedback identifying strengths and areas for improvement. Students will also be provided with a targeted learning goal.
This task is adequate because the performances will be able to reviewed multiple times because they have been filmed. The teacher has enough data to make conclusions about the expressive skills as long as teacher is aware of the context and make sure that noise is minimised on the day of performance.
|Use||To identify areas for improvement and acquaint students with the task before they undergo the process in VCE.|
|highest||At this level, students synthesise all expressive skill sets (Voice, Gesture, Movement, Facial Expression) to establish and differentiate characters. They also maintain focus within the diegetic environment throughout their performance.|
|middle||At this level, students relate aspects of expressive skills (Voice, Gesture, Movement, Facial Expression) to their performance. There are moments where the diegetic environment is realised but not sustained.|
|lowest||At this level, students demonstrate limited application of expressive skills (Voice, Gesture, Movement, Facial Expression). Memorisation of role incomplete. They struggle to differentiate the diegetic and non-diegetic environment.|
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