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The Grade 11 syllabus consists of 4 major units - Devising, Production Proposal, Exploring World Traditions and Experimenting with Theatre Theory.
Devising Original Work
In Grade 11, the theatre students begin to get to know the IB theatre syllabus, create drama and start to learn design in original theatre making.
In the Collaborative Project (CP), students will work in groups of 2-6 to create an original performance that is developed from a starting point. The starting point could be an event, idea, issue, question, theme, image, non-dramatic text, object, person, piece of music, site (place/location), street art, graphic novel, or comic strip. The overall intentions, structure, and content of the piece must be collaboratively decided and devised by the ensemble. Each member's performance skills are assessed after their final piece.
After the final performance, the students are required to submit a written report. In the written report, students will do a written account of their creation process, such as the significant moments of decision-making during the development of their drama piece. They are also tested on their ability to reflect and evaluate on their drama piece and the artistic contributions in their performance in order to fulfil the intentions of their chosen theatre maker. In their theatre maker intentions, the students are required to collaboratively formulate intentions for the piece of theatre. Additionally, they will address what their piece will convey or explore, who their target audience is, their chosen performance configuration, as well as the effect the ensemble aims to have on their target audience.
Overall, this project works to develop devising, performing, and evaluation skills that are crucial for the students in IB Theatre.
Videos of the students' devising work
Research Presentation
The Research Presentation (RP) is an exploration of theatre traditions and their conventions from all over the world, but, more specifically Asia. Traditions are an important part of any investigation into culture, and this task requires students to engage with a theatre tradition that has fixed conventions and is a part of a particular culture’s theatrical tradition. The physical and practical exploration of a performance convention presents the students with the significant concept that knowledge and understanding in theatre can often be somatic, that is, experienced and learned through the body and often situated within the body.
This assessment task provides them with the opportunity to bring together conventional methods of research with somatic research, i.e both practical and physical. It provides students with an opportunity to learn through action and to make connections between performance across cultures, places, and periods. The detailed exploration and application of one particular theatre convention gives students the opportunity to have a different perspective on performance, as well as a chance to develop their general performance skills.
A live presentation is an appropriate way of informing, sharing, and demonstrating action research. It develops the students’ ability to coherently and confidently express themselves and share their discoveries and learning.
Production Proposal
The Production Proposal (PP) is a written task that requires students to formulate a vision for a published play text they have not previously studied in order to discuss the design and theoretical staging of the entire play text for an audience. To prepare the students for this written task, students devise a production as a class with guidance from their teachers.
The theatre teachers will pick a play and each class collaboratively directs and stages one act from that same play. The students begin by formulating theatre-maker intentions of the impact and message they want to portray to the audience. After 2 months of developing and staging the performance, the plays are performed to an audience. The entire process, including the decision-making, is then reflected on in their written task, so they have a better understanding of the criteria and content needed before doing their final piece of coursework in Grade 12.
Interested to know what kind of productions the IBDP Theatre students put up in Grade 11?
Watch the video montage to see photos of the past Grade 11 productions that have been done over the years!
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HL Solo
Students who choose to study Higher Level theatre begin by researching a theatre theorist and practitioner that they have not previously studied. They first identify an aspect(s) of their theory and create, stage, and present to an audience a solo theatre piece of 4-7 minutes that demonstrates the practical application of this aspect(s) of theory. After the performance, the students will write a report on their intentions as well as their fulfilment of said intentions inline with the practitioner they are exploring.
To introduce the 14 different solo practitioners to the Grade 11 students, the Drama interns will conduct different workshops for each of the practitioners during class time. This allows the students to have a greater understanding of their theory and conventions. Once all 14 workshops are completed, the students then pick a practitioner and begin to physically explore their style. They will then perform a solo piece to their class after a period of research and development.
Watch the video montage to see snippets of past Higher Level Solo performances that were done by our IBDP Theatre students!
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