Drama+Exam+Level+3

=Exam Date: 23rd November= = = =This achievement standard requires analysing drama processes in a new context, and reflecting critically on drama performance.=


 * __Here is what the exam is about__**

The level 3 Drama exam is in two parts. The first part you will have to analyse drama processes in a new context. In the second part, you will need to think critically about two live drama productions you have seen this year.

//Part 1// Candidates will be required to respond to and **analyse** drama processes with reference to the **new context**. New context means a play or performance you probably have not seen before. This could be in the way of a dvd clip of a live performance, text from a play, or photographs. They should be familiar with and able to apply the definition of **‘analyse’** (see definition below).

//Part 2// ‘Drama performance’ will be interpreted as **two** live drama productions. Candidates will be required to provide details of **title and playwright.** Candidates should be familiar with and able to apply the definition of ‘**critically’**(see definition below).

__Definitions:__
I**n detail** refers to depth or breadth.
 * Analyse** means to break down into essential components by identifying, describing, and explaining.
 * New contex**t means unfamiliar material.
 * Critically** means to apply evaluative thinking.
 * Perceptively** refers to the depth and breadth of thinking about the relationship between the various aspects of the performance and its wider context.
 * Comprehensively** refers to depth and breadth.

__Candidates who achieved this standard most commonly demonstrated the following skills and knowledge:__

//Part1// • ability to analyse the reasons why a director may have chosen the various aspects of the performance evident in the video extract • ability to choose valid and significant directing/production decisions to discuss • ability to make specific and detailed reference to the video extract using the supporting notes to enhance their ideas • understanding of where and when the play was set • ability to demonstrate basic levels of analysis of the theatre extract e.g. they were able to provide analysis of costume in terms of social status • ability to name the characters, colours or situations • costume and setting of the material in a new context at a basic level • understanding that the piece was about new beginnings • ability to interpret the relationships shown • ability to use the language of drama accurately.

//Part 2// • ability to comment on two performances and gave specific detail to support their answers • clear understanding of “theatrical way” and “directing/production decision” • understanding of how these were shown in the productions • ability to provide characters’ names and settings accurately, as well as relevant details and specific examples • ability to provide an explanation of audience impact • ability to write about acting techniques in plays where there were one or two actors playing multiple roles; most candidates who attempted this had difficulty describing in detail what the actors had done to achieve the various character portrayals • ability to write about plays where the set and costume design was minimal and does not allow for answers of much depth/detail • ability to write about audience involvement - e.g. speaking directly to the audience; moving through the audience - without giving specific detail that connected to the play • ability to draw very simple diagrams.

• did not make specific reference to the video extract • did not name the characters, colours or situations in the new contextual material • saw the video excerpt in ”simplistic” terms, i.e. funny, musical, rather than looking beyond the surface • lacked pertinent examples to support director decisions • retold plot of play productions seen without any analysis or critical reflection • did not provide enough detail or quotation to substantiate their initial statements • only saw/commented on one live performance • wrote about the same theatrical way in which a performance held interest/attention twice • told the story rather than discussing theatrical aspects of the production • described what they saw without explaining the effect of techniques used chose inappropriate drama productions to write about.
 * __Candidates who did NOT achieve this standard lacked some or all of the skills and knowledge__**
 * __required for Achievement. They also commonly:__**

• understood the social implications of the play • showed awareness of time periods • understood the wider context of role and status • chose decisions that applied to more than one moment or scene in the video extract • provided clear analysis which began to be extended into social context or close reading of the video extract • related their answers to a wider understanding of theatre processes • understood that all productions involve a director’s concept so nothing is left to chance • commented on two live performances with good detail • wrote full answers in paragraphed or bullet-pointed form containing structured analysis and interpretation to provide considerable detail on both text and performance • quoted freely • referred to social, political, historical or philosophical contexts or universal issues to explain their thoughts on the play • provided rich detail about a number of characters, colours, setting, situations, acting styles in the plays • referred knowledgeably to theatre technologies using accurate terminology on lighting, sound, set or props which was applied to critique these theatrical devices • related a “theatrical way” to the whole play rather than to one scene.
 * __In addition to the skills and knowledge required for Achievement, candidates who achieved__**
 * __the standard with Merit commonly:__**

• wrote fluently • gave comprehensive answers that showed originality and creativity • had mature and perceptive ideas that were expressed succinctly and in depth
 * __In addition to the skills and knowledge required for Achievement with Merit, candidates who__**
 * __achieved the standard with Excellence commonly:__**