FOLLOW THE IB RUBRIC MAP
EACH RUBRIC SECTION BELOW CORRESPONDS TO A SECTION OF YOUR PROCESS PORTFOLIO
***PAY ATTENTION TO THE 7/8 BAND IN EACH RUBRIC SECTION***
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A. Theatre in context: The personal context and research into a professional company
Evidence: process portfolio
A1 To what extent does the student explain their own personal context in theatre (which may include their own approaches, interests and/or skills in theatre), prior to forming a collaborative group?
A2 To what extent does the student explain the creative approaches employed by a professional company that creates and stages original pieces of theatre and explain how they could possibly use the approaches of the professional company in their own approach to creation, prior to forming a collaborative group?
7–8
5–6
This work is good:
• the student describes their own personal context in theatre (which may include approaches, interests and/or skills in theatre). The work is appropriate
• the student describes the creative approaches employed by an appropriate professional company that creates and stages original pieces of theatre and describes how they could possibly use the approaches of the professional company in their own approach.
This work is excellent:
• the student explains their own personal context in theatre (which may include approaches, interests and/or skills in theatre). The work is detailed, appropriate and relevant
• the student explains the creative approaches employed by an appropriate professional company that creates and stages original pieces of theatre and clearly explains how they could possibly use the approaches of the professional company in their own approach.
B. Theatre in context: The formation of the group and exploration of the starting point (including target audience and intentions for the proposed piece)
Evidence: process portfolio
B1 To what extent does the student explain the process involved in forming the collaborative group (with knowledge gained from their own personal context and research into a professional company)?
B2 To what extent does the student explain how the ensemble chose and explored the starting point (through theoretical and/or practical activities), and how they identified target audience and artistic intentions for the proposed original theatre piece?
7–8
5–6
This work is good:
• the student describes the process of forming the collaborative group. The work is appropriate
• the student describes how and why the ensemble collaboratively chose and explored the starting point and how they identified target audience and artistic intentions for the proposed original theatre piece.
This work is excellent:
• the student explains the process of forming the collaborative group. The work is detailed, appropriate and relevant
• the student explains how and why the ensemble collaboratively chose and explored the starting point, with clear consideration of how they identified the target audience and artistic intentions for the proposed original theatre piece.
C. Theatre processes: The student’s own specific contributions to the collaborative process and the development of the piece
Evidence: process portfolio
C1 To what extent does the student explain their own specific contributions to the collaborative process?
C2 To what extent does the student explain the process by which the group practically developed, structured and prepared the original piece for presentation?
D. Presenting theatre: The student’s artistic choices in the specific moment(s) of theatre seen in the video and evaluation of the whole theatre piece
Evidence: process portfolio and video recording
D1 To what extent does the student explain their artistic choices made in the specific moment(s) of theatre seen in the selected video recording?
D2 To what extent does the student evaluate the presentation of the original 13–15 minute theatre piece, explaining the extent to which the piece fulfilled its intentions and the impact it had on the audience (making reference to the audience’s responses during the talkback)?