GCSE Written paper Sections A & C

The written Paper (Unit One) has 2 AOs AO1 is assessed in Questions 1, 2, 9 & 11: “Recall, select and communicate your knowledge and understanding of drama to generate, explore and develop ideas” AO3 is assessed in Questions 3, 4,10 & 12: “Analyse and evaluate your own work and that of others using appropriate terminology” Each AO is worth 20% =40% of your GCSE

Quality of Written Communication Each section is marked out of 40. To get the full marks, you need to have a clear, fluent and coherent written style. To get the full 40 marks, you need to show the examiner that…. Band 1: Information is exceptionally well-organised, presented very clearly and fluently in a form that suits its purpose. The text is clearly legible. Candidates spell, punctuate and use the rules of grammar accurately, enabling their meaning to be clearly understood. Remember, examiners will be positive in their marking, rewarding points that you make, but it’s not just about ticking the boxes to get the marks, it’s holistic-based upon the overall picture, which includes QWC

Section A Practical work completed during the course

Include elements such as… Target audience-SEN students Education pack Augusto Boal Tension Voice, pace, tone, language-choice of words-simplicity Rehearsals and what changed (time restraints, shorter activities) Learning aids (bright, short bursts of exercises/activities) Spec-actors In the round, performers sitting next to the students Contemporary, relevant, Consultation process with school Reflects the National Curriculum (PSHE) Non-threatening environment Joker H & S, safe environment in which to explore road safety Feedback (constantly asking students and letter from teacher)

0 1 State the style, period and genre of the piece, your target audience, the chosen performance space, the use of technical and design elements and what you did your contribution. (10 marks) Style Genre The target audience Period The performance space (hall, in the round) Your contribution, eg actor, stage manager, set designer Design elements Technical elements.

0 2 Explain what the first ideas for the piece were and give details of how you and your group developed them. (10 marks) Clearly identify your first ideas, eg choice of text, style, space, equipment Give supporting practical details as to the nature of the working process, eg consultation, rehearsal methods, blocking Give supporting details as to the basis of the decision- making by the candidate and group, eg practical constraints, audience needs, interpretations, budget Clearly explain the strategies used to develop the ideas, eg improvisation, working sketches, hot-seating, experimenting with materials, scale model Clearly explain how you used a range of skills eg performance, design, technical.

0 3 Explain what improvements you made to the piece during the rehearsals and your reasons for making them. (10 marks) Identify what elements changed, eg characterisation, pace, mood, designs, lighting/sound, plot, fabrics Identify the strategies and skills employed in effecting the changes, eg improvisation around a text, emotional memory Analysis the needs of the production, eg awareness of need for changes in pace or focus, use of special effects, live sound, costume, set, properties to establish period Give reasons for change and evaluation of improvements, eg identification of need for comedy Evaluate the use of design (subtle lighting plot to direct audiences emotion) Be awareness of health and safety issues Justify your points

0 4 Explain what you felt were the strengths and weaknesses of your own practical skills in the final performance. (10 marks) Your own skills strengths, eg interpretation of character, focus, interpretation of design Your own weaknesses, eg lack of projection, slowness on cues, poor construction and realisation of design Your awareness of the processes undertaken by self, eg rehearsals, plotting cues, rigging, working to a design brief evaluation of practical skills, eg convincing characterisation but audience unable to hear speeches, effective construction of costume but detail on costume washed out by stage lighting, ability to cover effectively for missed cues.

Section C Study of Live Theatre Production Seen Answer either 9 and 10 (actor) OR 11 and 12 (technical/design)

Q. 9 Describe in detail how your chosen actor used voice, movement and facial expressions to create comedy and/or tension in at least one scene or section. (20 marks) style and genre actor’s range and use of their vocal skills (accent, volume, pace, pitch, tone, emphasis, punctuation, silence, tension) actor’s use and range of their physical skills (stance, posture, gait, facial expression, gesture, pace, blocking, use of space) audience reaction Interaction and relationship with other characters, how they communicated or contrasted each other how the design and/or technical elements created an effect (music aided tension/surprise/comedy) period costumes – fabrics, textures, colours – details and justification needed set – use of space and levels –projection, materials, colours, textures make-up, masks or puppets lighting – colours, intensity, plot, special effects, eg gobos, projection sound – live, recorded, balance how properties were used awareness of health and safety factors – taping cables, use of fire extinguishers Use a well-labelled sketch or diagram

Q. 10. Evaluate the effectiveness of this actor’s creation of comedy and/or tension in your chosen scene(s) or section(s). You should refer to specific moments from the production and give clear reasons to support your answer. (20 marks) analysis of the use of design and/or technical elements, eg use of bright primary colours to convey warmth and happiness reasons for the ways in which the design and/or technical elements were used (how it reflected the genre and style of the piece) evaluation of the effectiveness of the use of the design and/or technical elements, eg the extent to which the costumes aided the actors in communicating their characters awareness of the integration of different elements in the overall effect, eg the link between mood of the music and the colours of the lights, set and costumes justification of the statements offered. Use a well-labelled sketch or diagram

Q. 11. Describe in detail one area of design or technical skill that made an important contribution to the atmosphere or style of the production in at least one scene or section. (20 marks) style and genre period health and safety- fire-proofing, taping cables, use of fire extinguishers, warm-up (physical, vocal) costumes – fabrics, textures, colours – details and justification needed set – use of space and levels - representation of location by flats, projection, materials, colours, textures make-up, masks or puppets – in terms of style, proportion, colour, appropriateness Design- colours or images appropriate to the mood or atmosphere and ensuring consistency lighting – colours, intensity, plot, special effects, eg gobos, projection of digital images sound – live, recorded, balance, equipment properties and their use and management awareness of health and safety factors Use a well-labelled sketch or diagram

Q. 12. Evaluate the success of this area of design or technical skill in contributing to the atmosphere or style of the production. You should refer to particular moments from the production and give clear reasons to support your answer. (20 marks) refer to the technical and design skills in specific key moments and how they reflected the genre and style (Horror-use of shadows, music fx, etc. ) how the set/lights communicated a theme how the set/lights created moments of tension (the use and choice of colour, gobos, how shadows were used to define space, misters, gels and performance skills). how actors interacted with the set, design and how it created the mood (use of levels, masks, puppets) how the audience reacted to the mood created Use of a range of different elements in creating an impact, eg sound effects, music, trap-door, etc. How costume contributed to the set, theme, genre and style justify your statements