EVALUATION SECTION GUIDELINES HIGHER DRAMA SKILLS EVALUATION SECTION GUIDELINES

You will evaluate the effectiveness of your use of drama skills in the rehearsal process and contribution to the drama. A valid response would include: Part 1: planning and rehearsal The choice of stimulus and reasons for selection. State the chosen theme, issue or message of the drama. Description of ideas for individual section, from initial ideas through development to final choices. Description of the rehearsal process, justifying decisions taken, consideration of the development of ideas and characters, use of space/setting, interaction of the group. Part 2: presentation Description of the impact of candidate’s scene on audience. Description and evaluation of the effectiveness of the candidate’s acting contribution to the drama. Description and evaluation of the contributions of two others to the drama.

Part 1: Planning and Rehearsal

Description of ideas for individual section, from initial ideas through development to final choices… IN OTHER WORDS, A STEP BY STEP GUIDE OF THE MONTH OF JUNE!!! INITIAL – A3 paper DEVELOPMENT – suggestions/comments made by others that developed your original story on the A3 paper FINAL – a full outline of your final piece that was performed to an audience (you might have to explain WHY you opted for someone else’s…)

DESCRIPTION of the rehearsal process justifying decisions taken, consideration of the development of ideas, consideration of the development of characters, use of space/setting, interaction of the group… WHAT DID YOU DO AND HOW DID YOU DO IT???

BREAK IT DOWN! Decisions taken and why - what did you discuss? Structure? Conventions? Dialogue? Characters? Setting? Theatre arts? How did it help? What decisions did you then take? Why? The development of ideas – how did the plot change throughout? What did you add/take out? Twist? Alternative ending? New characters? New action? The development of characters – how did they evolve? From what to what? Why? How did they affect the plot or action? What was their purpose? Why were they necessary to the drama? Using the space and/or setting – did visiting the site influence/change your drama? how did you represent the site/setting in the classroom? How did you adapt to the site space when you got there for the final rehearsal immediately before the show? Interacting with your group – Sharing? Listening? Cooperating? Compromising? Directing? Leading? Arguing? Conflict? Tension? Reviewing? Evaluating?

WHEN DISCUSSING REHEARSAL TECHNIQUES REMEMBER…WHAT AND HOW? WHAT TECHNIQUE DID YOU USE AND THEN TELL US EXACTLY WHAT THAT IS… To develop characterisation, we used hot seating which is when an actor is questioned about their character and responds in role. EXPLAIN HOW YOU USED IT We tried this first with the character of … by asking ……. to try and understand how/why/when/what/etc……… WHAT DID YOU LEARN? Through this activity I learned about/I began to understand/I figured out… HOW DID IT HELP YOU IN PERFORMANCE? This helped/was used in the performance when…

VAGUE ‘DESCRIPTIONS’… ‘In rehearsal we improvised a lot to improve our characters. We also made character cards so we could get a different perspective of each character’ ‘We did hot seating to develop our characters and relationships’

Part 2: Presentation

Description of the impact of candidate’s scene on audience. What was the impact from your scene? Was it good or bad? How do you know? Why did it stand out in particular? See audience feedback/comments or ask your pals!

Description and evaluation of the effectiveness of the candidate’s acting contribution to the drama. MUST DISCUSS VOICE AND MOVEMENT AND USE THE CORRECT TERMINOLOGY WHEN DOING SO!!! BE SPECIFIC AND USE THE MAGIC FORMULA!!! IN SCENE ONE WHEN …… (be specific) I USED ……. (what and how) TO SHOW THAT (why) …….

MORE VAGUE ‘DESCRIPTIONS’… ‘We made the characters movement, speech and involvement with others more natural’ ‘Our acting was good as it engaged the audience and made them feel like they were part of it. However, it was shaky at times as it was improvised so the acting was shaky’ ‘I feel I acted well although I wasn’t sure of my lines’

TO BE REPEATED FOR SEVERAL OTHER MOMENTS IN YOUR DRAMA! A WONDERFUL EXAMPLE… During the breakdown scene, I used a loud volume with emphasis on the repeated line ‘who do you think you are?’. This conveyed the theme of the play and also highlighted Louisa’s mental state. To improve on this, I could have used a more crouched, fragile stance and a variety of registers to further show her instability. TO BE REPEATED FOR SEVERAL OTHER MOMENTS IN YOUR DRAMA!

Description and evaluation of the contributions of two others to the drama Throughout the whole process – so comment on any skills from; sharing ideas making decisions cooperating compromising listening talking collaborating rehearsing - using space, blocking, voice and movement, experimenting, characterisation techniques…. directing blocking suggestion for theatre arts Acting – voice, movement, audience impact, professionalism, stage presence… evaluating or any other you can think of that are relevant!

FINALLY – LINKING THE DRAMA PIECES Transitions Circle formation Audience guided inside Whispers, shouting Ending THIS WAS PRETTY SIGNIFICANT – TELL US ABOUT IT!!!