BOSTES | Board of Studies Teaching & Educational Standards NSW

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1. Years 9-10
2. Drama
3. Activities
4. Playbuilding
5. Additional Information

Additional Information

View the Recording Templates for this Activity (Microsoft Word, 46 KB)

Guidelines for marking

The following guidelines for marking show one approach to assigning a value to a student's work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments/notations may all be useful.

Range	A student in this range:
8-10 (High)	makes effective, collaborative choices about the opening tableau, and about ways of conveying the theme creatively to the audience throughout the scene to create a desired dramatic intention demonstrates a good understanding of playbuilding through devising and refining the scene collaboratively using appropriate elements of drama uses acting and performance techniques confidently to create and develop conflict in the scene
4-7 (Satisfactory)	collaboratively makes sound choices about the opening tableau, and about ways of conveying the theme to the audience throughout the scene to create a dramatic intention demonstrates an understanding of playbuilding through devising and refining the scene collaboratively, including elements of drama uses acting and performance techniques to create conflict in the scene
1-3 (Progressing)	makes some choices about the opening tableau, and about ways of conveying the theme to the audience to create a dramatic intention, with teacher support demonstrates a developing understanding of playbuilding through devising the scene collaboratively at times, including some elements of drama uses some acting and performance techniques to create conflict in the scene.

Feedback

Students are given oral peer and teacher feedback. Comments inform them about such things as their ability to:

• make effective choices about the opening tableau and whether it conveyed an appropriate conflict
• collaborate and convey the theme creatively to the audience
• use appropriate elements of drama such as role and character, focus, tension, situation and audience engagement
• use effective acting and performance techniques to achieve the desired intention.

Self-reflection

The following prompt sheet may be of assistance to students in composing their reflection on the learning that occurred during this Activity.

In your self-reflection you could consider some of the following:

• How did your group's construction of the tableau help you to understand the major conflict that was to be developed as the scene progressed?
• How do you think improvisation techniques helped your group bring the tableau to life?
• Which elements of drama did you find easiest to create? Why do you think this was so?
• Which things in the one-minute rehearsed improvisation did you find most difficult to achieve?
• Did peer and class critiquing help you and your group create the two-minute rehearsed improvisation?
• How did you and your group overcome collaborative problems?
• Will you and your group be able to incorporate the ideas and structure from your one-minute rehearsed improvisation into your continuing playbuilding project on bullying?
• What did you enjoy most about this learning Activity?

Future directions

The completion of the Activity should provide students with the knowledge and skills that enable them to move forward and develop their playbuilding towards a polished piece suitable for performance to an intended audience at the end of the unit.