AS 91515 (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, 514 KB]

TKI Drama Assessment resources (external link)

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

This involves supporting and enhancing the performance, and drawing out layers of meaning. The performance is convincing, truthful to the drama or theatre form or period, and has impact.

The student is the only performer in the scene in an extract from Waiting for Godot by Samuel Beckett.

This student has selected performance skills consistent with absurdist theatre practice. A clear understanding of the purpose of absurdist theatre and relevant to the classic absurdist text used, is demonstrated (1).

Selected skills are strongly evidenced in performance.

For a more secure Excellence, the student could sustain impact so that the overall effect is enhanced. The beginning sequence is extended beyond even the intentional exaggeration, with the result that impact is lost.

For Merit, the student needs to select and skillfully use complex performance skills associated with a drama form or period.

This involves sustaining the complex performance skills of the drama or theatre form or period with dexterity, competence, control and a sense of purpose.

The student is playing Estragon in an adaptation of Samuel Beckett's Waiting for Godot, set in a supermarket. Estragon is a 'supermarket checkout chick'. The student has fair hair in a ponytail and wears a black tee shirt with green lettering.

This student has established a clear interpretive intention selecting skills associated with the absurdist form (1).

Dexterity and a sustained sense of purposeful control are shown in the application of selected skills in the performed scenario.

To reach Excellence, the student could use skills to exemplify features such as ritual, repetition and surreal action to be crisper and more focused. Vocal techniques could show stronger control and refinement to create impact.

For Merit, the student needs to select and skillfully use complex performance skills associated with a drama form or period.

This involves sustaining the complex performance skills of the drama or theatre form or period with dexterity, competence, control and a sense of purpose.

The student plays Estragon in a loosely interpreted scene from Waiting for Godot by Samuel Beckett. He wears a navy blue beanie and a heavy jersey with a patterned front.

This student has selected performance skills to exemplify absurdist theatre (1).

For a more secure Merit, physical control and skill could be clearer and small naturalistic gestures eliminated. A tighter focus and intensity for the bounding activity could show its intended significance as a feature more purposefully.

For Achieved, the student needs to select and use complex performance skills associated with a drama form or period.

This involves making choices and using the complex performance skills of the drama or theatre form or period to communicate a credible interpretation of the text or scenario.

The student plays Vladimir from Waiting for Godot by Samuel Beckett. He is wearing a red suit jacket and denim shorts.

This student has selected performance skills and a credible interpretation is worked for the scripted text (1). Planned performance skills are applied throughout the performance to communicate the interpretation.

To reach Merit, the student could sustain the overall control and management of the planned performance. For example, naturalistic physical responses could be eliminated in favour of intended exaggeration.

For Achieved, the student needs to select and use complex performance skills associated with a drama form or period.

This involves making choices and using the complex performance skills of the drama or theatre form or period to communicate a credible interpretation of the text or scenario.

The student plays Vladimir from Waiting for Godot by Samuel Beckett and is wearing red.

This student has selected and planned performance skills associated with absurdist theatre (1). They are applied at some stages of the performance to communicate the interpretation.

For a more secure Achieved, the student could match intention and performance more closely to demonstrate complex performance skills more visibly. The features demonstrated need sufficient clarity to convey the intent.

For Achieved, the student needs to select and use complex performance skills associated with a drama form or period.

This involves making choices and using the complex performance skills of the drama or theatre form or period to communicate a credible interpretation of the text or scenario.

There is no video evidence available for this student.

This student has attempted selection of complex performance skills for absurdist theatre (1).

The chosen scenario involves playing both Boy and Vladimir in Samuel Beckett’s Waiting for Godot. The sense of waiting and frustration is established, and the two roles are partly credible.

To reach Achieved, the student could select sufficient complex performance skills to exemplify the features of absurd theatre, and the performance skills demonstrated need detail, timing and definition to be visible.