Discussing live theatre performance Students are required to discuss and make links to live theatre performances they have experienced as a spectator during the theatre course. Students should identify performances that have influenced, inspired or informed them and should pay particular attention to how directors employed production and performance elements to create effective moments of atmosphere, emotion or tension or moments that communicated meaning in the live theatre performance experienced. The live theatre performances identified must not be productions of the same play text selected for study in this assessment task. Students are not permitted to write about productions in which they have had involvement, for example school plays in which they helped backstage or local productions in which they performed. Structuring the notebook director’s The notebook, which can be up to 20 pages in length, should be a combination of director’s creative ideas, presented in both words and visuals, along with detailed ideas and explanations. The notebook should be written in the first person and present the director’s personal interpretations, responses, ideas, discoveries and intentions for the student’s proposed staging of their selected play text. Students should be as precise and specific as possible when discussing performance and production elements. The use of subject specific terminology may help to give a sense to this precision. Students may use any relevant illustrations, annotated text, charts, mind maps, visuals, diagrams, designs and so on. These must be clearly annotated and appropriately referenced to acknowledge the source, following the protocol of the referencing style chosen by the school. When students include any of their own photographs or images, these must also be identified and acknowledged in the same way. There is no lower limit on the number of pages that students can submit for this task and teachers are encouraged to remind students that their work will be assessed on how it best fulfils the assessment criteria for the task and not judged on how many pages are submitted. The notebook should contain a table of contents (which is excluded from the page director’s count) and all pages should be numbered. The main body of the notebook should director’s be structured using the following subheadings: 1. The play text, its context and the ideas presented in the play 2. My artistic responses, creative ideas and explorations and my own experiences of live theatre as a spectator 3. My directorial intentions and the intended impact on an audience 4. How I would stage two moments of the play Students are required to submit a separate list of all sources cited.
Discussing live theatre performance Students are required to discuss and make links to live theatre performances they have experienced as a spectator during the theatre course. Students should identify performances that have influenced, inspired or informed them and should pay particular attention to how directors employed production and performance elements to create effective moments of atmosphere, emotion or tension or moments that communicated meaning in the live theatre performance experienced. The live theatre performances identified must not be productions of the same play text selected for study in this assessment task. Students are not permitted to write about productions in which they have had involvement, for example school plays in which they helped backstage or local productions in which they performed. Structuring the director’s notebook The director’s notebook, which can be up to 20 pages in length, should be a combination of creative ideas, presented in both words and visuals, along with detailed ideas and explanations. The director’s notebook should be written in the first person and present the student’s personal interpretations, responses, ideas, discoveries and intentions for the proposed staging of their selected play text. Students should be as precise and specific as possible when discussing performance and production elements. The use of subject specific terminology may help to give a sense to this precision. Students may use any relevant illustrations, annotated text, charts, mind maps, visuals, diagrams, designs and so on. These must be clearly annotated and appropriately referenced to acknowledge the source, following the protocol of the referencing style chosen by the school. When students include any of their own photographs or images, these must also be identified and acknowledged in the same way. There is no lower limit on the number of pages that students can submit for this task and teachers are encouraged to remind students that their work will be assessed on how it best fulfils the assessment criteria for the task and not judged on how many pages are submitted. The director’s notebook should contain a table of contents (which is excluded from the page count) and all pages should be numbered. The main body of the director’s notebook should be structured using the following subheadings: 1. The play text, its context and the ideas presented in the play 2. My artistic responses, creative ideas and explorations and my own experiences of live theatre as a spectator 3. My directorial intentions and the intended impact on an audience 4. How I would stage two moments of the play Students are required to submit a separate list of all sources cited.
students_theatre_guide.docx