Replace the red text with your school- and task-specific information. Make the standards instrument-specific. (Words may not be added to the standards except in the case of styles where the style may be named.) The following words may be used in the singular: forms, styles, skills of drama, purposes, and contexts. Ensure all information has been completed, i.e. no red text remains. Delete this instructional text. Insert school-specific information (if required) Instrument-specific standards matrix Standard A Standard B Standard C Standard D Standard E The student work has the The student work has the The student work has the The student work has the The student work has the following characteristics: following characteristics: following characteristics: following characteristics: following characteristics: insightful interpretation of effective interpretation of interpretation of purposes, basic interpretation of use of texts to purposes, contexts and purposes, contexts and contexts and texts to purposes and texts to communicate a partial texts to skilfully and texts to clearly communicate dramatic partially communicate performance sensitively communicate communicate dramatic meaning through dramatic meaning through dramatic meaning through meaning through performance performance performance performance perceptive manipulation of effective manipulation of manipulation of elements use of elements of superficial use of elements of drama through elements of drama of drama through through conventions to elements of drama in conventions of forms and through conventions of conventions of forms and demonstrate aspects of performance styles to skilfully realise forms and styles to clearly styles to realise style in style in performance Presenting style in performance realise style in performance performance insightful and polished effective and demonstration of skills of demonstration of basic demonstration of aspects demonstration of skills of demonstration drama to communicate skills of drama to partially of the skills of drama to drama to communicate of skills of to dramatic action and communicate dramatic partially communicate convincing and engaging communicate engaging meaning for audiences. action and meaning for dramatic action. dramatic action and dramatic action and audiences. meaning for audiences. meaning for audiences.
Replace the red text with your school- and task-specific information. Make the standards instrument-specific. (Words may not be added to the standards except in the case of styles where the style may be named.) The following words may be used in the singular: forms, styles, skills of drama, purposes, and contexts. Ensure all information has been completed, i.e. no red text remains. Delete this instructional text. Insert school-specific information (if required) Instrument-specific standards matrix Standard A Standard B Standard C Standard D Standard E Presenting The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: insightful interpretation of purposes, contexts and texts to skilfully and sensitively communicate dramatic meaning through performance effective interpretation of purposes, contexts and texts to clearly communicate dramatic meaning through performance interpretation of purposes, contexts and texts to communicate dramatic meaning through performance basic interpretation of purposes and texts to partially communicate dramatic meaning through performance use of texts to communicate a partial performance perceptive manipulation of elements of drama through conventions of forms and styles to skilfully realise style in performance effective manipulation of elements of drama through conventions of forms and styles to clearly realise style in performance manipulation of elements of drama through conventions of forms and styles to realise style in performance use of elements of through conventions to demonstrate aspects of style in performance superficial use of elements of drama in performance insightful and polished demonstration of skills of drama to communicate convincing and engaging dramatic action and meaning for audiences. effective and demonstration of skills of to communicate engaging dramatic action and meaning for audiences. demonstration of skills of drama to communicate dramatic action and meaning for audiences. demonstration of basic skills of drama to partially communicate dramatic action and meaning for audiences. demonstration of aspects of the skills of drama to partially communicate dramatic action.