Research presentation

What Criterion D is looking for:

 

Reflection on: Self as a learner and performer AND your convention compared to another practice.




Di: 

Impact on you as a learner

Di:

Impact on you as a performer

Dii:

Comparing convention to another practice

Journey inward

  • Knowledge
  • Skills
  • Attitudes
  • Perspectives
  • IB Learner Profile

Etc

Journey Outward

Link to your performance work in:

  • Shows
  • The drama studio
  • Performance Workshops
  • Other performance experiences

Etc

Similarites AND differences to:

  • Theory
  • Genre
  • Style
  • Other convention

Etc

 

 

Research presentation assessment sheet

 

CRITERIA A 1

What/ how

Why

Explaining a world theatre tradition

 

 

Size, shape, relationships

 

 

Action (what happens, plots, storylines, acting style)

 

 

Design (costume, make-up, set, masks, colours

 

 

Cultural/ Theoretical context

 

 

Time period

 

 

Place

 

 

Origins

 

 

Links to religions

 

 

Evolution

 

 

Key people

 

 

Links to other theatre practices

 

 

 

 

 

CRITERIA A2

 

 

Explaining a specific performance convention

 

 

Significance

 

 

Rules

 

 

Connection/ relationship to tradition

 

 

 

 

 

SOURCES

 

 

Range of 5

 

 

Specific

 

 

In-presentation citations

 

 

 

 

 

CRITERIA B1

 

 

Explaining how they practically and physically have explored the convention

 

 

Mimicking videos

 

 

Demonstrating physical work (photos/ videos)

 

 

Demonstrating feedback use

 

 

Physically working from images

 

 

Video recording and analysing

 

 

Workshops in related field

 

 

Activities and exercises

 

 

Regular preparations

 

 

Peer input

 

 

Development over time

 

 

 

 

 

CRITERIA B2

 

 

Explaining how they have approached applying the convention to a moment of theatre

 

 

Choosing appropriate performance material

 

 

What happened in rehearsals

 

 

Using video recording and analysing

 

 

Learning lines + moves

 

 

Staging

 

 

Choosing props and costumes

 

 

Performing and getting feedback

 

 

Peer input

 

 

 

 

 

CRITERIA C1

 

 

Practically communicating an understanding of the convention through demonstrations

 

 

2 MINUTES LONG

 

 

Stop-start

 

 

Continuous

 

 

CRITERIA C2

 

 

Using body confidently

 

 

Using voice confidently

 

 

Convention clearly applied

 

 

 

 

 

CRITERIA D1

 

 

Explaining the impact as learner and as performer

 

 

LEARNER

 

 

knowledge

 

 

skills

 

 

attitudes

 

 

perspectives

 

 

PERFORMER

 

 

Links to my other work

 

 

On stage in shows

 

 

Other IB tasks

 

 

Connections to other areas of performance

 

 

 

 

 

CRITERIA D2

 

 

Explain how the convention compares to one other performance practice

 

 

Similarities AND Differences

 

 

Tradition

 

 

Movement

 

 

Theory

 

 

Genre

 

 

Style

 

 

Other

 

 

 

Assessment Criteria Task 3: Research Presentation

Criterion A. Theatre in context: The tradition

 

 

To what extent does the student explain a world theatre tradition demonstrating an understanding of the tradition & its cultural and/ or theoretical context(s), effectively supporting their work with a range of appropriate sources? 

To what extent does the student effectively & clearly explain a specific performance convention selected from the researched theatre tradition, effectively supporting their work with a range of appropriate sources?

0

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

1

Limited: 

The student lists a world theatre tradition, demonstrating a limited & superficial understanding of the tradition & its cultural and/or theoretical context(s), referencing sources that are inappropriate or irrelevant 

Limited:

The student lists their understanding of a specific performance convention, reference sources that are inappropriate or irrelevant to the work. This work is limited & superficial

2

Underdeveloped: 

The student outlines a world theatre tradition demonstrating some appropriate understanding of the tradition and/or its cultural & theoretical context(s), referencing some sources that are mostly appropriate

Underdeveloped: 

The student outlines their understanding of a specific performance convention, referencing some appropriate sources that are mostly appropriate to the work. This work is underdeveloped

3

Good: 

The student describes a world theatre tradition, demonstrating a clear understanding of the tradition & its cultural and/or theoretical context(s), adequately supporting their work with a range of appropriate sources

Good: 

The student describes their understanding of a specific performance convention, adequately supporting their work with a range of appropriate sources. This work is clear & appropriate

4

Excellent: 

The student explains a world theatre tradition, demonstrating a thorough understanding of the tradition & its cultural and/ or theoretical context(s), effectively supporting their work with a range of appropriate sources 

Excellent: 

The student explains their understanding of a specific performance convention, effectively supporting their work with a range of appropriate sources. This work is clear & effective.  

 

Criterion B. Theatre processes: Practical research

 

 

To what extent does the student explain how & why they have practically & physically explored the performance convention selected from the world theatre tradition in the prescribed list?

To what extent does the student explain how & why they have approached the application of the convention to an appropriate moment of theatre?

0

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

1

Limited: 

The student lists how they have practically & physically explored the performance convention selected from the world theatre tradition in the prescribed list. This work is limited in scope & contains mainly irrelevant information 

Limited:

The student lists how they approached the application of the performance convention to a MoT. The moment of theatre may not be appropriate

2

Underdeveloped: 

The student outlines how & why they have practically & physically explored the performance convention selected from the world theatre tradition in the prescribed list, demonstrating a partially appropriate approach for their exploration 

Underdeveloped: 

The student outlines how & why they’ve approached the application of the performance convention to a MoT, but this is underdeveloped. 

3

Good: 

The student describes how & why they have practically & physically explored the performance convention selected from the world theatre tradition in the prescribed list, demonstrating a clear & appropriate approach for their exploration 

Good: 

The student describes how & why they have approached the application of the performance convention to an appropriate moment of theatre.

4

Excellent: 

The student explains how & why they have practically & physically explored the performance convention selected from the world theatre tradition in the prescribed list, demonstrating an effective & appropriate approach for their exploration 

Excellent: 

The student explains how & why they have approached the application of the performance convention to an appropriate moment of theatre. 

 

Criterion C.  Presenting Theatre: The presentation of the moment of theatre

 

 

To what extent does the student practically communicate an understanding of the performance convention from the tradition through the demonstration of their MoT?

To what extent does the student use their body and/or voice effectively & confidently? 

0

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

1

Limited: 

The student communicates little or no understanding of the selected performance convention from the world theatre tradition (chosen from the prescribed list) through the demonstration of their moment of theatre, which lacks clarity & coherence

Limited: 

The student uses their body and/or voice with little or no confidence. 

2

Underdeveloped: 

The student partially communicates their understanding of the selected performance convention from the world theatre tradition (chosen from the prescribed list) through the demonstration of their moment of theatre 

Underdeveloped: 

The student uses their body and/or voice with some confidence but this is underdeveloped

3

Good: 

The student adequately communicates their understanding of the selected performance convention from the world theatre tradition (chosen from the prescribed list) through the demonstration of their moment of theatre 

Good: 

The student uses their body and/or voice confidently

4

Excellent: 

The student proficiently communicates their understanding of the selected performance convention from the world theatre tradition (chosen from the prescribed list) through the demonstration of their moment of theatre

Excellent: 

The student uses their body and/ or voice confidently & effectively. 

 

Criterion D. Theatre in context: The learner

 

 

To what extent does the student explain the impact the investigation has had on them as a learner & as a performer?

To what extent does the student explain how the selected performance convention compares to ONE other performance practice?

0

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

1

Limited: 

The student lists the impact this learning task has had on them, making few links between their learning in this task & other learning experiences they have had as a performer 

Limited: 

The student lists how the selected performance convention compares to ONE other performance practice), providing few connections and/or comparisons between the selected performance convention & the practice(s). This work is limited in scope or superficial. 

2

Underdeveloped: 

The student outlines the impact this learning task has had on them, making links between their learning in this task & other learning experiences they have had as a performer. This is underdeveloped. 

Underdeveloped: 

The student outlines how the selected performance convention compares to ONE other performance practice, providing some connections and/or comparisons between the selected performance convention & the ONE practice. This is underdeveloped. 

3

Good: 

The student describes the impact this learning task has had on them, making clear & appropriate links between their learning in this task & other learning experiences they have had as a performer  

Good: 

The student describes how the selected performance convention compares to ONE other performance practice, providing clear connections and/or comparisons between the selected performance convention & the ONE practice. 

4

Excellent: 

The student explains the impact this learning task has had on them, making clear, effective & appropriate links between their learning in this task & other learning experiences they have had as a performer

Excellent: 

The student explains how the selected performance convention compares to ONE other performance practice, providing clear, insightful connections & comparisons between the performance convention & the ONE practice.

 

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