Assessment Tasks

Steps to Solo Piece:

1. Look at several theatre theorists in order to choose one theorist

   1. Document your process in your journal

2. Research this theorist and an aspect or aspects that you wish to explore. Use Primary and Secondary sources.

• 1. In Your Journal: Make Notes on Theatre Theorist's context and process

  2. Decide on an aspect or aspects of the theatre threorist's work that you wish to explore through creating your solo piece

  3. In Your Journal: Make notes on your aspect(s) that include the context for the aspect(s)

3. Decide on your Content.

• 1. You may choose to use or adapt existing text, create new text or not use any text, as appropriate to the theorist, the nature of the aspect/s of theory being explored and the stated intentions for the piece.

4. Create Your Piece Through the below processes & DOCUMENT YOUR JOURNEY IN YOUR JOURNAL:

• 1. Engaging in a process of practical exploration of and experimentation with the aspect/s of the theatre theory you have selected to develop a solo theatre piece.

  2. Identifying your intentions regarding how the aspect/s of theatre theory will be used to inform and develop a solo theatre piece.

  3. Make appropriate scenic and technical design element choices needed to support the presentation of this aspect/s of theory in the solo theatre piece.

  4. Your Solo Piece may not:

     1. Damage the environment

     2. Glamorize the taking of drugs

     3. incite or condone intolerance or hatred of others

     4. include excessive or gratuitous violence

     5. make reference to, or represent, explicit sexual activity

5. Present your piece in drafts to your Peer Mentor.

• 1. Ask your Peer Mentor to tell you if the aspect(s) are clear in the piece

  2. Develop your solo piece taking into consideration feedback from your Peer Mentor.

  3. IN YOUR JOURNAL:

     1. record the feedback from your Peer Mentor

     2. record your response to the feedback

     3. record the developments you make because of the feedback.

6. Present your piece in drafts to your Class and Teacher.

• 1. Ask your Class and Teacher to tell you if the aspect(s) are clear in your piece

  2. Develop your solo piece taking into consideration feedback

  3. IN YOUR JOURNAL:

     1. record the feedback from your Class and Teacher

     2. record your response to the feedback

     3. record the developments you make because of the feedback

7. Present your solo theatre piece to an audience

• 1. The theatre pieces may be presented in a formal or informal performance space as appropriate to the school’s resources and to the selected theorist and nature of the aspect/s of theory being explored.

  2. The audience for this task can be fellow classmates, peers or an external audience selected by the student.

  3. The solo theatre piece demonstrates the use of performance and production elements appropriate to the student’s intentions and the aspect/s of theory they have selected

8. Hold a Talkback Session with your audience to assess the extent to which the piece fulfilled the student’s intentions.

• 1. IN YOUR JOURNAL: record audience feedback and your response to the audience feedback, noting:

     1. if your artistic intentions were achieved and how you know if they were achieved

     2. If artistic intentions were not achieved, note why you think this is true based upon the audience's feedback

9. Write your paper. Maximum 3,000 words, which is 12 pages if you double space

• 1. Structuring the report:

     1. The size and format of pages submitted for assessment is not prescribed. Submitted materials are assessed on screen and students must ensure that their work is clear and legible when presented in a digital, on- screen format. To ensure that examiners are able to gain an overall and legible impression of each page without excessive scrolling, students are recommended to use common page sizes (such as legal, A4 or folio). Overcrowded or illegible materials may result in examiners being unable to interpret and understand the intentions of the work.

     2. In addition to your writing, you may use illustrations, annotated text, charts, mind maps, visuals, diagrams, or designs.

        1. You must identify and acknowledge these.

        2. Text that appears in a visual does not count in the word count

     3. Make a Table of Contents (not counted in word count) With These Subheadings

• • • 1. The theorist, the selected aspect/s theory and the contexts

      2. Practical explorations, performance and production intentions and development of the performance and production of the solo theatre piece

      3. Evaluation of the solo theatre piece and the implications this has on my work in theatre

• 1. 4. Submit a separate list of all sources cited.

• 1. ____________________________________________________________________

INFORMATION ON THE TASKS COPIED FROM THE DP GUIDE

Formal requirements of the task

Each student submits for assessment:

• a report (3,000 words maximum) which includes: (See "Structuring the Report")

– the student’s research and understandings regarding the theorist, the selected aspect/s of theory and the context of both the theorist’s work and the selected aspect

– the student’s practical explorations of the selected aspect(s) of the theory, their intentions and the development of the solo theatre piece

– the student’s analysis and evaluation of the presentation of the solo theatre piece and the implications this has on their learning

• a continuous unedited video recording of the whole solo theatre piece (4–8 minutes)

• a list of all primary and secondary sources cited.

________________________________________________________________

Assessing the task

Theatre in context

OUTLINING THE TASKS

• • Each student selects a theatre theorist whose work interests them and who they have not previously studied as part of their IB programme. The selected theorist may have been referred to or experienced in a workshop but must not have been taught as the focus of a unit of work by the teacher.

  • Each student selects an aspect (or aspects) of the theatre theorists’ theory they want to explore further.

  • Each student researches the selected aspect (or aspects) of theory using both primary sources (those directly attributed to the theorist) and secondary sources.

  • Each student documents this in their theatre journal.

Theatre processes

• • EXPERIMENTATION & EXPLORATION OF ASPECT:

  • Each student engages in a process of practical exploration of and experimentation with the aspect/s of the theatre theory they have selected to develop a solo theatre piece.

  • IDENTIFYING INTENTIONS

  • Each student identifies their intentions regarding how the aspect/s of theatre theory will be used to inform and develop a solo theatre piece.

  • FEEDBACK

  • Each student develops their solo theatre piece taking into consideration feedback from their teacher, peer mentor or theatre class and taking action in response to this feedback.

  • DESIGN & TECH IN RELATION TO ASPECT(S)

  • The student makes choices regarding the most appropriate scenic and technical design elements needed to support the presentation of this aspect/s of theory in the solo theatre piece.

  • CHOICE OF MATERIAL

  • Each student chooses material for their solo theatre piece. They may choose to use or adapt existing text, create new text or not use any text, as appropriate to the theorist, the nature of the aspect/s of theory being explored and the stated intentions for the piece.

  • Each student documents this in their theatre journal.

    • Presenting theatre

  • PERFORM PIECE & DO TALKBACK

  • Each student presents a prepared solo theatre piece to an audience. The theatre pieces may be presented in a formal or informal performance space as appropriate to the school’s resources and to the selected theorist and nature of the aspect/s of theory being explored. Following the presentation of the solo theatre piece, each student holds a talkback session with the audience to assess the extent to which the piece fulfilled the student’s intentions.

  • PIECE SHOULD USE PERFORMANCE & PRODUCTION IN RELATION TO ASPECT(S)

  • The solo theatre piece demonstrates the use of performance and production elements appropriate to the student’s intentions and the aspect/s of theory they have selected

  • AUDIENCE CHOICE

  • The audience for this task can be fellow classmates, peers or an external audience selected by the student.

  • EVALUATION OF PIECE BY CREATOR

  • Each student evaluates their solo theatre piece and the extent to which they fulfilled their intentions and the impact this had on the audience. They reflect on the insights gained through the creation, preparation and presentation of their solo theatre piece and the implications this has for their learning in theatre

  • JOURNAL

  • Each student documents this in their theatre journal.

    • Using the theatre journal in this task

    • The students should use their theatre journal to specifically document their research (carefully recording all sources used), practical explorations, the process of creating their solo performance, directing and design ideas and feedback from their mentors and the teacher and the action they have taken

    • in response to this. Students will select, adapt and present what they have recorded in their

    • journal as the basis and material for the report.