Drama+Exam+Level+1

=Exam Date: Monday 29th November= = = =This achievement standard involves demonstrating an understanding of drama techniques, elements, conventions and technologies of drama applied to a new context, and reflecting on their use in performance experiences.=


 * __Here is what the exam is about__**

There will be two questions; each question will require paragraph-style answers.

In both questions candidates may use sketches to support their written responses.

In Question One, candidates will be required to use the photographs to: • describe and apply techniques, elements, conventions and technologies of drama to the convention of 'Chorus' • identify and describe the specific use and effect of these in the photographs.

In Question Two candidates will be required to reflect on the use of drama technologies in: • their own drama work and • a live performance they have seen.

__Definitions:__
− **Reflect** means giving a personal or critical interpretation, appreciation or evaluation of key aspects of drama experiences, processes and performance. − **Describe** means to identify, define and distinguish between the individual techniques, elements, conventions and technologies of drama − **New context** means unfamiliar material. − **Describe, in detail** means showing breadth of understanding. − **Comprehensively** means showing breadth and depth of understanding.

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

• ability to apply their knowledge of specific elements, techniques and technologies to the photographs accurately • ability to support their answers with simple statements and/or simple understanding of the effect of techniques and technologies used in the photographs provided – e.g. “The actor could open the letter slowly and then rip it to pieces to show his anger” • ability to discuss their own work giving examples of how they had used techniques in their performance of an acting role • clear understanding of the significance of a costume worn and the ability to clearly explain how a key feeling was created in a live performance.

__Candidates who did NOT achieve this standard lacked some or all of the skills and knowledge__ __required for Achievement. They also commonly:__

• gave vague or inaccurate answers to questions that did not show specific knowledge of drama techniques or technologies – e.g. “The actor is using body to show he is mad”, “I used a dumb voice”, “I stood all staunch”, “Actor A’s dress is nice and bright so she must be rich” • selected a technique that was not appropriate to the role chosen – e.g. choosing voice as a technique for a silent clown • confused techniques by writing about aspects of techniques other than that they had chosen – e.g. choosing use of space and writing about body; candidates were expected to be able to write accurately about the technique they had selected • did not read and/or follow instructions – e.g. some candidates wrote about all four photographs in Question 1(a).

__In addition to the skills and knowledge required for Achievement, candidates who achieved__ __the standard with Merit commonly:__

• showed a breadth of understanding of the techniques, elements and technologies of drama, and were able to translate this knowledge into a new context and their own work • demonstrated a range of knowledge of the techniques encompassed under the larger title of voice, body, use of space and movement • understood a wide range of factors contributing to a dramatic moment, without necessarily showing depth of understanding • used clear and accurate descriptive words and terminology; they avoided using vague statements such as “bright lighting” • supported answers with clearly annotated sketches • gave several specific details from the photographs provided and recalled specific details of performances • justified their answers – e.g. “This shows…because… (justification)” • made selections (where options were provided) that provided scope for detailed answers • had a thorough understanding of role, how to create a role, and how to interpret role in the photographs and live performances they had seen.

__In addition to the skills and knowledge required for Achievement with Merit, candidates who__ __achieved the standard with Excellence commonly:__

• used specific, clear, accurate terminology and vocabulary to provide thoughtful analysis of the stimuli or their own work and live performances • showed a depth of knowledge about the effect, both physical and symbolic, of the use of elements, techniques and technologies • analysed their own performance of two acting roles with specific and detailed reference to one or more of the prompts supplied • analysed performance choices in depth, and considered the implications of their learning beyond the world of the play and the effect of the action on the audience • assembled information to discuss a comprehensive combined effect, frequently writing beyond what was expected of them, and/or using annotated sketches which clarified and enhanced their meaning.

=__Here is a list of Elements and Conventions and their descriptions.__=

//These are the Elements//

 * DRAMATIC TENSION**

**ROLE**
BEING SOMEONE ELSE IN ORDER TO EXPLORE AND REPRESENT EXPERIENCE FROM THEIR POINT-OF-VIEW

THIS IS MADE UP OF THE CHARACTERS AND THEIR CONFLICTING OBJECTIVES AND ACTIONS, WHICH CREATES THE TENSION IN THE PLAY
 * SITUATION**

SPACE IS WHERE THE DRAMATIC ACTION TAKES PLACE. IT IS THE IMAGINED PLACE OF THE DRAMATIC ACTION AND THE PHYSICAL SPACE THAT THE ACTOR WORKS IN
 * SPACE**

AN OBJECT USED AS A SIGN THAT HAS SPECIAL SIGNIFICANCE AND A DEEPER MEANING ATTACHED TO IT E.G. CLOAK = TRAVEL/AUTHORITY/POWER
 * SYMBOL**

MENTAL PRESSURE OR EMOTIONAL INTENSITY USED TO PROVOKE A RESPONSE, FOCUS ATTENTION, HEIGHTEN INVOLVEMENT
 * TENSION**

CLOCK TIME – DAY/NIGHT SEASON – SUMMER/WINTER AUTUMN/SPRING YEAR – PAST/PRESENT/FUTURE OPEN TIME FRAME/ABSTRACTION OF TIME PACE AND TEMPO RHYTHM AND TIMING
 * TIME**

ACTION IS WHAT EACH PERSON IN THEN ROLE IS DOING AND THINKING, ALONE AND WITH OTHERS
 * ACTION**

//**These are the Conventions**//
INVOLVES SHIFTING BACKWARDS OR FORWARDS IN TIME SO ACTORS OR AUDIENCE CAN EXPERIENCE OR INVESTIGATE ACTION OR CONTEXT FROM ANOTHER PERSPECTIVE
 * FLASHBACK/FLASH FORWARD**

IS WHEN THE ACTORS ARE FROZEN AND EACH CHARACTER SPEAKS THEIR PRIVATE THOUGHTS
 * THOUGHT TRACKING**

A GROUP OF ACTORS WHO FUNCTION AS A COMMENTARY ON THE ACTION AND ISSUES IN THE PLAY. THEY MAY SING, DANCE OR SPEAK IN UNISON OR INDIVIDUALLY.
 * CHORUS**

A STYLE OF ACTING THAT USUALLY INVOLVES BODY, MOVEMENT, GESTURES AND FACIAL EXPRESSION, BUT NO DIALOGUE
 * MIME**

WHEN CHARACTERS FORM A HIEARCHY, THE PECKING ORDER BECOMES CLEAR AND STATUS RELATIONSHIPS ARE FORMED. WHEN THE STATUS OF CHARACTERS CHANGES, THERE IS A TURNING POINT AND AN ADVANCE IN THE SCENE. FOR EXAMPLE WHEN CINDERELLA WEARS THE GLASS SLIPPER OR WHEN MAUI FISHES UP TE IKA A MAUI (THE NORTH ISLAND) THEIR STATUS CHANGES AND THEY BECOME MORE POWERFUL
 * STATUS**

HIGH STATUS...........................................................................LOW STATUS?


 * OVERHEARD CONVERSATION**

A CONVERSATION THAT WOULD NOT NORMALLY BE OVERHEARD BY OTHERS IS DISCLOSED IN ORDER TO ADD TENSION OR PROVIDE INFORMATION

CEREMONY WHICH CELEBRATES OR RECOGNISES AN IMPORTANT EVENT E.G. WEDDING, GRADUATION, BIRTHDAY OR CHANGE OF SEASONS
 * RITUAL**

CREATING AN ENVIRONMENT USING VOICE AND BODY PERCUSSION E.G. CITY AT NIGHT, TRAFFIC INTERSECTION, MARKETPLACE, BEACH, SCHOOLYARD AT LUNCHTIME, BUILDING SITE.
 * SOUNDSCAPE**

THE REPETITION OF MOVEMENT, WORDS, SOUNDS FOR DRAMATIC EFFECT, TO CONVEY AN IDEA, FEELING OR INFORMATION
 * REPETITION**

CAN BE INDIVIDUAL OR CHORUS. USED TO INTRODUCE DRAMA, INDICATE CHANGE OF SCENES, CONVEY INFORMATION, COMMENT ON ACTION, NOT NECESSARILY A PERSON – CAN BE IN THE FORM OF SIGNS, VIDEOS, DIGITAL PROJECTIONS TEC.
 * NARRATION**

TO INTRODUCE DIFFERENT PACE TO A SCENE. OFTEN USED IN FILM AND TELEVISION
 * FAST FORWARD/SLOW MOTION**

SOME OR ALL OF THE ACTORS FREEZE ON STAGE – USED FOR DRAMATIC EFFECT, TO EMPHASISE AN IDEA/FEELING, TO CONVEY INFORMATION TO THE AUDIENCE WITHOUT OTHER CHARACTERS HEARING
 * STILL IMAGE (FREEZE FRAME)**

• SPEAKERS MUST SAY THE SAME SYLLABLE • PITCH – VOICES MUST BLEND AND HAVE GOOD BALANCE • PROJECTION – LIGHT, DARK, POWERFUL, DELIVERED WITH CONTROL FROM THE DIAPHRAGM • PAUSE – SILENCE IS IMPORTANT BECAUSE IT CARRIES MEANING AND SUBTEXT • PACE – CHANGE OF SPEED • UNITY OF THOUGHT, EMOTION AND SOUND
 * CHORAL SPEAKING**

//These are Drama Techniques//
__**Voice**__


 * pitch - the highness or lowness of a sound
 * pace - the rate at which words are spoken
 * pause - where sound stops, how often and for how long
 * projection - enables audience to hear the voice
 * volume - how loudly/softly the words are spoken
 * articulation - clarity of voice
 * tone - the feeling/emotion in the voice
 * cueing - when to speak
 * inflection - the rise and fall of a voice
 * accent - particular to a country/society/culture
 * breathing - to allow a controlled use of voice


 * Body**


 * posture - stance
 * gesture - movement of any part of the body
 * body-awareness - ability to select appropriate use of body
 * eye contact - establishing eye contact with another actor or the audience


 * Movement**


 * timing - when you move
 * direction - where you are going
 * energy - how you move
 * ensemble awareness - moving as part of a group


 * Space**


 * levels - low, medium, high
 * personal - own space
 * general - all the other space