Clarification details
Updated December 2016. This clarification has been updated to address issues that have arisen from moderation.
The assessment context
Traditional ethnic and cultural theatre forms where dance and movement are used as a primary method of storytelling could be used as an assessment context for 91216. However, the historical features of the theatre form chosen must be clearly identified, and the complex performance skills to exemplify them provided in the student’s statement of intention.
Performances of Shakespearean plays in a contemporary context may be more appropriately assessed by the Drama performance standards 91213 or 91218.
Supporting evidence
Supporting evidence may be provided through written, spoken or visual means.
Performance evidence
At level 2, students are not required to make independent choices around their use of complex performance skills, thus they may be directed.
Students will use complex performance skills to show features of a theatre form or period (see Explanatory Note 3). Students need to show a clear demonstration of applying features to an appropriate text that is likely to be of the period or specifically written for the form.
It is important for students to know the correct protocol when performing with masks. For example, they do not touch the mask or put the mask on in front of the audience during their performance.
Evidence is not necessarily being performed for a contemporary audience, but as a vehicle to show understanding and skill in a specific context. In performance, complex skills are used so that the physical and historical features of the theatre form or period are authentically presented. Complex skills need to be:
- Visible, and support the dramatic context for Achieved
- sustained with competence, control and a sense of purpose for Merit
- used convincingly, with impact, and enhance the performance of the scene for Excellence.