Course Description

"Theatre promotes us to give power to truth, to take risks and to advocate for new and diverse voices. Theatre reminds us that we are not alone. Not only are we sharing space and an experience with the artists who are performing, we are sharing the experience with fellow audience members." - Acting Studio Chicago

Source: "5 Reasons Why Theatre Is Still Important": www.actingstudiochicago.com

IB Theatre Arts HL Year 1

IB Theatre Arts HL Year 1 engages students in an in-depth exploration of theatre as both an art form and a medium for communication, focusing on the interplay between artistic choices and cultural context. Throughout the year, students will delve into two key assessment tasks: the Production Proposal, in which they will conceptualize and present a detailed vision for staging a selected play text, and the World Theatre Tradition Research Presentation assessment, where they will investigate and creatively respond to a global theatre practice. Through practical workshops, devised projects, and critical reflection, students will expand their understanding of theatrical forms, techniques, and performance styles. Emphasis will be placed on collaboration, research, and articulating creative intentions, preparing students for further exploration of the IB Theatre syllabus in Year 2. Prerequisites: Theatre 2 or teacher recommendation.

CLICK HERE for the course syllabus. 

IB Theatre Arts HL Year 2

In IB Theatre Arts HL Year 2, students will deepen their theatre-making practice through advanced exploration of the Collaborative Project and Solo Theatre Piece assessment tasks. Building upon their work from Year 1, they will refine and further develop their Production Proposal and World Theatre Tradition Research Presentation assessments, incorporating feedback and enhancing their artistic vision. Throughout the year, students will collaborate to devise an original piece of theatre, focusing on how artistic choices, research, and ensemble work create impactful performances. Additionally, they will independently conceive, develop, and present a Solo Theatre Piece that applies theatre theories to a fully realized performance, showcasing their unique artistic perspective. By the end of the course, students will complete and submit all assessment tasks, demonstrating their growth as reflective, inventive, and globally-minded theatre artists. Prerequisites: IB Theatre Arts HL Year 1

CLICK HERE for the course syllabus. 

Performance Opportunities

Throughout the DP Theatre course, students will have the chance to share their work with both their peers and the public through Works-in-Progress Performances. These showcase events provide valuable opportunities for students to present their Collaborative Project and Solo Theatre Piece, receiving constructive feedback to refine their work before final assessment. Performance dates and formats will be determined collaboratively by the teacher and students, allowing for flexibility in how each project is presented. This approach fosters a supportive learning environment, emphasizing the creative process as well as the final product, and encourages students to take risks, adapt to feedback, and grow as theatre artists.

Assessment Tasks

Students will prepare for four official IB assessments throughout the two year course:

1. Production Proposal: Students choose a published play text they have not previously studied and formulate a vision for the design and theoretical staging of the entire play text for an audience. These ideas are presented in the form of a proposal. Each student submits the following:

• A production proposal (a maximum of 12 pages of written text and images, with written text not exceeding 4,000 words) plus a list of all sources used.

2. Research Presentation: Students plan, deliver and video record an individual research presentation (15 minutes maximum) in which they provide evidence of their academic and practical exploration and learning of a world theatre tradition they have not previously studied. Each student submits the following: 

   • A video recording of the student’s research presentation (15 minutes maximum). 

   • A list of all sources cited and any additional resources used by the student during the presentation.

3. Collaborative Project: Students collaboratively create and perform an original piece of theatre (lasting 7–10 minutes maximum) created from a starting point of their choice. The piece is presented to an audience as a fully-realized production. Each student submits the following: 

   • A project report (a maximum of 10 pages of written text and images, with written text not exceeding 4,000 words) plus a list of all sources used. 

   • A video recording of the final piece (7–10 minutes maximum).

4. Solo Theatre Piece: Students research a theatre theorist they have not previously studied, identify an aspect(s) of theory and create and present a solo theatre piece (lasting 4–7 minutes maximum) that demonstrates the practical application of this theory to a theatre piece for an audience. Each student submits the following:

   • A report (2,500 words maximum) plus a list of all primary and secondary sources cited.

   • A continuous unedited video recording of the whole solo theatre piece (4–7 minutes maximum).

Student Journal: Students will also maintain a learner portfolio throughout the two year course. The learner portfolio is a place for a student to explore and reflect upon their learning and is a space in which students can prepare for assessment. It is the student’s own record of discovery and development throughout the course. The  learner portfolio may consist of formal and informal responses to any of the following:

• Approaches to inquiry and research.

• Creative ideas.

• Creative processes.

• Development of ideas through practical experimentation.

• Evaluations and reflections.

• Experiences of working as a creator, designer, director and performer.

• Feedback received and action taken in response.

• Ongoing evaluations of their own work and development.

• Personal challenges and successes.

• Responses to diverse starting points, play texts, theatre traditions and theatre theorists.

• Responses to live theatre productions as a spectator.

• Skills acquisition and development.