improvisations and throughout the only when they are only when they are Easily distracted when directly and devised drama role, performance. speaking. speaking. when indirectly indirectly involved situation, time and involved in in presenting (begins place presenting (begins slouching, fidgeting Student in Student in Student stays in slouching, fidgeting character at all character at all character some of etc.) and needs to etc.) (Assessment B) be told when to times (not slouching, times (not slouching, the time (not Student misses cue speak at all times. fidgeting etc. when fidgeting etc. when slouching, fidgeting to begin speaking. not speaking) and is not speaking) and is etc. when not fully aware of their visibly waiting for speaking) and is signal to begin their signal to begin visibly waiting for speaking and use speaking, may jump their signal to begin appropriate timing in too quickly. speaking, may jump during dialogue. in too quickly. 4.2 Use voice, body, With confidence, Student uses facial Student speaks Student is reading Student is reading movement and student uses facial expression, gestures clearly and uses lines. Student uses a lines or struggling to language to sustain expression, gestures and a clear, fluent expression when monotone voice. remember lines. and relationships and a clear, fluent voice to enhance the speaking. Student requires Student uses a and create with a voice to enhance the performance. Student displays prompting to display monotone voice. sense of time and performance. Student displays minimal body body Student is unaware place Student displays minimal body language/actions. language/actions. of their stance even appropriate body language/actions. with prompting. language and (Assessment B) actions to enhance their interpretation of the character to the audience. 4.4 Identify intended Perceptively Analyses and Satisfactorily Makes cursory Provides personal purposes and analyses and evaluates all given analyses and analysis and comments only meaning of drama… evaluates all given dramatic elements in evaluates use of evaluations of own about own and using the to make dramatic elements in own and others’ some dramatic and others’ others’ comparisons own and others’ improvisations, using elements in own and improvisations. improvisational skills.
improvisations and devised drama role, situation, time and place (Assessment B) throughout the performance. Student in character at all times (not slouching, fidgeting etc. when not speaking) and is fully aware of their signal to begin speaking and use appropriate timing during dialogue. only when they are speaking. Student in character at all times (not slouching, fidgeting etc. when not speaking) and is visibly waiting for their signal to begin speaking, may jump in too quickly. only when they are speaking. Student stays in character some of the time (not slouching, fidgeting etc. when not speaking) and is visibly waiting for their signal to begin speaking, may jump in too quickly. Easily distracted when indirectly involved in presenting (begins slouching, fidgeting etc.) Student misses cue to begin speaking. when directly and indirectly involved in presenting (begins slouching, fidgeting etc.) and needs to be told when to speak at all times. 4.2 Use voice, body, movement and language to sustain and relationships and create with a sense of time and place (Assessment B) With confidence, student uses facial expression, gestures and a clear, fluent voice to enhance the performance. Student displays appropriate body language and actions to enhance their interpretation of the character to the audience. Student uses facial expression, gestures and a clear, fluent voice to enhance the performance. Student displays minimal body language/actions. Student speaks clearly and uses expression when speaking. Student displays minimal body language/actions. Student is reading lines. Student uses a monotone voice. Student requires prompting to display body language/actions. Student is reading lines or struggling to remember lines. Student uses a monotone voice. Student is unaware of their stance even with prompting. 4.4 Identify intended purposes and meaning of drama… using the to make comparisons Perceptively analyses and evaluates all given dramatic elements in own and others’ Analyses and evaluates all given dramatic elements in own and others’ improvisations, using Satisfactorily analyses and evaluates use of some dramatic elements in own and Makes cursory analysis and evaluations of own and others’ improvisations. Provides personal comments only about own and others’ improvisational skills.