IA PORTFOLIO GUIDANCE (COLLABORATIVE PROCESS PORTFOLIO)

FINAL IA MATERIALS DUE:

ITEMS YOU MUST SUBMIT:

1. Process Portfolio with Cover Page & Table of Contents. 15 pages maximum.

   1. Body of Process Portfolio is a MAXIMUM of 15 pages. There is no minimum, but if your portfolio is less than 12 pages, you most likely have not written enough, and/or have not structured your portfolio as a portfolio with images, diagrams, journal entries, etc..

   2. Page count does not include Cover page or Table of Contents.

   3. Works Cited is submitted separately and does not count in your page count.

   4. If you want to do well: Read your paper and evaluate against the rubrics after you write a section and after you finish writing the full draft. Rubrics are at the end of this page.

2. SEPARATE Works Cited (see Works Cited guidance below if you have citing questions).

3. EDITED Video - This video corresponds to the requirements for D1 of the rubric. YOU CANNOT WRITE D1 IF YOU HAVE NOT CHOSEN YOUR VIDEO SECTION(S). See below for details.

EDIT YOUR VIDEO:

• a video recording (4 minutes maximum) evidencing the student’s contributions and artistic choices in the collaboratively created piece; the selected footage must be chosen by the student and must demonstrate artistic choices made by the student; it can be either one continuous shot or can be from two different moments (maximum) in the presentation; the combined total submitted must not exceed 4 minutes of footage for each student

• ***YOU CANNOT WRITE SECTION D1 WITHOUT YOUR EDITED VIDEO

  • D1: My artistic choices (as seen in the video) and my evaluation of the final piece considering the impact on the audience.

COVER PAGE FORMAT

• Name of Paper (Collaborative Portfolio)

• Your candidate number

• Session: May 2020

• Name of your piece

• video length

TABLE OF CONTENTS: USE THE HEADINGS BELOW.

***YOU MUST USE THESE HEADINGS AS THE MAJOR SECTIONS OF YOUR PAPER.

****In addition it is recommended that you use additional subheadings in your paper that help you to organize your material and your reader to understand your process. Please use the rubric to help you make useful subheadings.:

• My personal context in theatre (including my own approaches, interests and/or skills in theatre) and my research into a professional company that creates and stages original pieces of theatre

• The formation of my group and our exploration of the starting point (including our target audience and intentions for the piece)

• Reflections on the collaborative development of our piece and the specific explorations led by me.

• My artistic choices (as seen in the video) and my evaluation of the final piece considering the impact on the audience.

WORKS CITED is a SEPARATE document.

• Works cited includes:

  • all research for your collaborative company

  • any sources from your show that you talk about or that we can see or hear in the video (The US Constitution, Music from the clown ballet, etc.)

  • personal journal

  • images:

    • images of professional collaborative company

    • images from rehearsal process

    • images from final performance

    • images from your process: diagrams, collages, sketches, images of text from script, etc.

  • Video of your performance with time codes

• From IB: Regardless of the reference style adopted by the school for a given subject, it is expected that the minimum information given includes:

  • name of author

  • date of publication

  • title of source

  • page numbers as applicable

  • date of access (electronic sources)

  • URL

• CITING YOURSELF & THE SCHOOL ANONYMOUSLY:

  • Journal:

    • Self. Personal journal. Date of journal entry

  • Images:

    • Self. Rehearsal: Clown Ballet. Date of image, or at least 2020 or Winter 2020.

    • School. Talkback. Date of image, or at least 2020 or Winter 2020.

    • School. Screenshot from video: Ballet of Brains. February 26th, 2020.

RUBRICS

Read your paper and evaluate against the rubrics..

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?

RUBRIC FOR D1: the student explains their own specific artistic choices made in the specific moment(s) of theatre seen in the selected video recording.

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.

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.