AS 91213 annotated exemplars

This annotated exemplar is intended for teacher use only. Annotated exemplars are extracts of student evidence, with commentary, that explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

Download all exemplars and commentary [PDF, 444 KB]

TKI Drama assessment resources (external link)

For Excellence, the student needs to apply drama techniques effectively in a scripted context.

This involves selecting and using voice, body, movement, and use of space to present work with impact. It requires the use of drama techniques to enhance the performance of the scripted context and is a sustained, truthful, and convincing performance.

The student plays the role of Jonny in The Pohutukawa Tree by Bruce Mason. He is the only male in the scene.

This student has selected drama techniques in the form of an annotated script (3) and provided the character’s intention (1).

For a more secure Excellence, the student could apply body techniques such as gesture more truthfully at times during the performance.

For Merit, the student needs to apply drama techniques skilfully in a scripted context.

This involves selecting and using voice, body, movement, and use of space with dexterity, competence, control and a sense of purpose.  It involves sustaining a credible character and situation for the duration of the performed text.

The student plays the role of Gwendolyn in a scene from The Importance of Being Ernest by Oscar Wilde. The exemplified student is wearing a pale blue dress.

This student has selected drama techniques and provided the character’s intention (1).

To reach Excellence, the student could use eye contact and facial expression to be convincing when first meeting Cecily, and enhance the dramatic irony on the line ‘I like you already more than I can say..’. She needs to apply techniques to refine her character’s mannerisms and not cross her legs. This could result in a more truthful portrayal as a lady of this era.

For Merit, the student needs to apply drama techniques skilfully in a scripted context.

This involves selecting and using voice, body, movement, and use of space with dexterity, competence, control and a sense of purpose. It involves sustaining a credible character and situation for the duration of the performed text.

The student plays the role of Cecily in a scene from The Importance of Being Ernest by Oscar Wilde. The exemplified student is wearing a white dress.

This student has selected drama techniques and provided the character’s intention (1).

For a more secure Merit, the student could apply gesture more purposefully and demonstrate more control over techniques such as body language. For example, by not crossing her legs, this could result in a more competent portrayal of a lady of this status and era.

For Achieved, the student needs to apply drama techniques in a scripted context.

This involves selecting and using voice, body, movement and use of space to convey an intention for a scripted context through interpretation of a role, relationships and situation.

The student plays the role of the fairy queen Titania in a scene from A Midsummer Night’s Dream by William Shakespeare. The first line of the exemplified student is ‘What jealous Oberon!’

This student has selected drama techniques in the form of an annotated script (1) and provided an intention for her role (2).

To reach Merit, during the section with Oberon, the student could sustain drama techniques such as posture, gesture and movement to credibly convey the role of the fairy queen. She could apply body techniques of movement and gesture with more control to verify skill.

For Achieved, the student needs to apply drama techniques in a scripted context.

This involves selecting and using voice, body, movement and use of space to convey an intention for a scripted context through interpretation of a role, relationships and situation.

The student plays the role of Colonel Connolly in a scene from the play Once on Chunuk Bair by Maurice Shadbolt. The exemplified student is wearing a white shirt.

This student has provided the intention and selection of drama techniques verbally Refer to video file.

For a more secure Achieved, the student could use space more appropriately to convey the situation of being at war at Chunuk Bair. For example, the student could use levels and his body to convey that he is on a hill on the front line as opposed to the rostra being used literally as stairs and something to lean on.

He could also use drama techniques such as facial expression, energy, movement and levels to more appropriately to react to the situation going on around him (front line trench warfare). Audience awareness needs to be demonstrated so that he is not facing upstage during the performance.

For Achieved, the student needs to apply drama techniques in a scripted context.

This involves selecting and using voice, body, movement and use of space to convey an intention for a scripted context through interpretation of a role, relationships and situation.

There is no student work available at this grade.

A student at this grade would provide supporting evidence in the form of an intention and an annotated script.

A student would receive this grade because they applied voice techniques with appropriate intent to convey a role in a scene from a published play.

To reach Achieved, the student could apply drama techniques to show their relationships with the other characters and the situation of the chosen scene. For example, proximity to others, levels and audience awareness would be used to convey the character’s status and relationships. Facial expression, eye contact, focus, movement and stillness could be used to respond to and convey the situation explored by the dialogue.