SCHEDULE:
Go to Google Classroom for Online Google Meet Link.
Wednesday, March 11th
1pm-3pm for everyone who is NOT taking Math paper 2.
2pm-4pm for Math Paper 2 folk.
Thursday, March 12th 8am-Noon Online. Details to be discussed at Review Session
EMAIL: Check your email the week of the exam to see if we have moved locations for the review and to find out the surprise location of the exam!
MATERIALS:
***HEADPHONES***
Computer - charged & HAVE YOUR CHARGER WITH YOU.
Journal and any notes you have about the entire unit from December through now.
Something to write with by hand - pencil or pen.
***I will return your graded work that pertains to this assignment at your review session. (videos of your workshops, images, writing assignments, etc...)***
PREPARATION FOR NON-IB: Your exam will include short essays about the collaborative project and your evolution as a theater artist. Please look at the IB prep below an use this to prepare yourself for your exam.
PREPARATION FOR DP:
Read BELOW the "Sections of the Paper" and the "Rubric" for the Collaborative Project. Make sure you have journal entries, sketches, bullet points an whatever else you need to write your paper based on the below.
CHOOSE YOUR VIDEO CLIPS:
I will get you your video at your review session
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
WRITE - notes for this part of your assessment:
My artistic choices (as seen in the video) and my evaluation of the final piece considering the impact on the audience.
RUBRIC FOR THESE NOTES:
the student explains their own specific artistic choices made in the specific moment(s) of theatre seen in the selected video recording.
the student provides a thorough and discerning evaluation of the presentation of the original piece, explaining how the piece fulfilled its intentions and the extent to which it achieved its impact on the audience with close reference to the audience’s responses.
You are welcome to start prepping now by writing some sections.
DP STUDENTS:
During your mock you will write first draft sections of your paper that I will be able to look at and give you general comments on. I will return these sections to you by Tuesday, March 17th.
Over spring break you will do the draft of your full paper that you will turn-in to me for full assessment.
FRIDAY APRIL 3RD - You will turn-in a paper that you consider final.
MONDAY, APRIL 6TH - I will return your paper to you with comment.
MONDAY, APRIL 13th - You will turn-in your REVISED final paper for upload to IB.
***IN ADDITION to the collaborative paper, you will also need to do clean-up work on your Solo & Director's Notebook in April. ** I will look at your Director's Notebook from last year and provide guidance in revisions you can make, if necessary.**
SECTIONS OF THE PAPER (up to 15 pages in length):
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.
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?
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)?