AS 91216 (A) 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, 754 KB]

TKI Drama Assessment resources (external link)

For Excellence, the student needs to effectively use complex performance skills associated with a drama or theatre form or period.

This involves presenting work convincingly, capturing the essence of the dramatic context with impact, and refers to using complex performance skills to enhance the performance.

The student is identified with an arrow in the video.

This student has effectively sustained voice, body, movement and space performance skills associated with the features of epic theatre.

The student assumes the role using costume and props, and sustains voice techniques, facial expression, movement and posture to directly address the audience. Performance skills convincingly demonstrate the age, status and traits of Chicago gangster ‘Dogsborough’ (V1).

Voice and body techniques are used to enhance the use of epic performance features and directly address the audience (V2). The role’s intention to ‘not crack and tell the truth’ is effectively conveyed (1). The stage directions are spoken and emphasised: ‘dot, ‘dot, dot’. These performance skills convincingly create the ‘distancing effect’ integral to the epic theatre form.

The student delivers the subtext around the line “I don’t feel well’ convincingly and uses body techniques to demonstrate the ‘lie’. Exaggerated gesture on the line ‘my heart’ creates impact. Performance skills enhance the playwright’s intention that Dogsborough’s traits resemble those of President Hindenberg (2) (V3), whom appointed Hitler as Chancellor in 1933.

For a more secure Excellence, the student could use space more effectively in the scene with Ui (V4) and remain upstage to create impact.

For Merit, the student needs to skilfully use complex performance skills associated with a drama/theatre form or period.

This involves working with competence, control and a sense of purpose. It requires the sustained use of appropriate features to support the dramatic context of the performance.

This student has presented the form of Greek theatre. The exemplified student plays Antigone, in the play Antigone and is identified with an arrow in the video.

The student competently uses heightened physical restraint. Her movements are large, stately and almost ritualistic. Her voice is established using emphasis, purposeful phrasing and projection. It fills the space in a manner that indicates competence in meeting the demands of the Greek amphitheatre. She utilises presentational mode to engage the audience and recognises an awareness of the demands of Mask performance (V1).

The student uses large gestures with control and reference is made to the Gods on the line ‘What greater honour could I wish?’. This reflects the religious function of Greek theatre.  The audience is purposefully included, and movement is controlled, stylised and deliberate (V2).

The student operates in the orchestra area skilfully, and uses the audience as her chorus to plead the justice of her case. On the line ‘it was not a slave..’ she purposefully utilises gesture to present the two sides of the argument (V3).

To reach Excellence, the student could sustain the quality of heightened restraint and conviction to enhance the performance, for example by not allowing her arm to drop listlessly to her side or flick her fingers with a seeming lack of intention.

For Merit, the student needs to skilfully use complex performance skills associated with a drama/theatre form or period.

This involves working with competence, control and a sense of purpose. It requires the sustained use of appropriate features to support the dramatic context of the performance.

This student has presented the form of Elizabethan Theatre. The exemplified student plays Friar Lawrence in Romeo and Juliet, and is identified with an arrow in the video.

The student presents the role in presentational mode. Lines are articulated competently with appropriate intent. He addresses stage right and front, and his eyes are raised to the upper tiers (V1).

The student addresses Romeo directly, and is delivering lines with purpose to stage right (V2).

The student demonstrates control, and uses physical contact to convey his status relative to Romeo. He purposefully makes contact, through eyes and gesture, with the audience in upper tiers (V3).

The student’s use of posture to show his role and status is sustained, and his action reflects the text on the line ‘Hold thy desperate hand’ (V4). The dialogue is projected skilfully.

For a more secure Merit, the student could more competently use of the depth of the stage space to support the dramatic context. When he is speaking and listening to Romeo, he could position his body so that he is not in profile, and use body language skilfully to convey a reaction to Romeo’s situation. On the line ‘hark’, movement and silence are needed to develop tension.

For Achieved, the student needs to use complex performance skills associated with drama/theatre form or period.

This involves demonstrating physical and historical conventions with layers of meaning or a level of abstraction to convey the intention of the dramatic context and support in performance.

This student has presented the form of Elizabethan Theatre. The exemplified student plays Paris in Romeo and Juliet, and is identified with an arrow in the video.

The student uses some gesture that broadly links to the text, as appropriate to the historical conventions of the form. There is appropriate intent in the delivery of lines (V1).

The student directs his lines to the audience in a manner that supports the historic conventions of the Elizabethan theatre (V2).

His delivery of an aside to the audience uses appropriate complex performance skills such as voice projection, emphasis and phrasing. This sequence approaches the requirements for Merit. He reaches a point where his use of gesture and delivery of dialogue clearly illustrate Paris’ emotional intent towards Romeo (V3).

The sword fight is well choreographed, and the space is used skilfully. The student’s sense of purpose is clearly borne out by the use of body and voice. The lines are well paced, emphasis and projection are well employed, and the relationship between Paris and Romeo is conveyed (V4).

To reach Merit, the student could play forward to the three sides, use the pillars skilfully, and embody the notion of the inner room. Performance skills to exemplify the features of language need to be sustained throughout the performance.

For Achieved, the student needs to use complex performance skills associated with drama/theatre form or period.

This involves demonstrating physical and historical conventions with layers of meaning or a level of abstraction to convey the intention of the dramatic context and support in performance.

This student has presented the form of Elizabethan Theatre. The exemplified student plays the nurse in Romeo and Juliet, and is identified with an arrow in the video.

The nurse brings in the cords (rope ladder) that suits the action in the text, and this reflects the historical conventions of the form. Performance skills are used to show the age of the character, and the wringing of the hands reflect the situation and emotional state of the character (V1).

On the line ‘He’s dead, he’s dead, he’s dead’, the student uses appropriate voice projection, and displays some awareness of the different areas of the audience. The delivery is recitative, but does convey the intention of the dramatic context (V2).

Complex performance skills such as the declamation gesture are used to suit the text. The student’s voice is projected clearly, and emphasis is given to convey meaning (V3).

The student matches gesture to the action of the text (V4).

The student plays forward utilising presentational mode (V5).

On the line ‘Hie ye to Friar Lawrence’s cell’, the use of gesture and action link to the text (V6).

For a more secure Achieved, the student could address the three sides of the thrust stage adequately. Phrasing and the soliloquy need to be delivered in a manner to support an historical approach.

For Achieved, the student needs to use complex performance skills associated with drama/theatre form or period.

This involves demonstrating physical and historical conventions with layers of meaning or a level of abstraction to convey the intention of the dramatic context and support in performance.

The associated theatre period is Elizabethan Theatre.

There is no video available at this grade.

A student would receive this grade for demonstrating some skills associated with the drama form. For a student playing Romeo in Romeo and Juliet, for example, movement on the entrance would have reflected the state of the character, such as that he is injured from the last scene. The student would have used some action to suit the text when he falls to the ground, and used gesture and action to suit the text with the use of the dagger.

To reach Achieved, the student would need to have visibly used complex skills to exemplify Elizabethan theatre. For example, they need to connect with the audience on three sides, and slow down the delivery of lines to support the level of diction appropriate for the form. Lines need to be projected and articulated to create meaning and to support the vocal demands of the Elizabethan stage.