Clarification details
Updated December 2018. The document has been updated.
Credible drama for Achieved
Dramatic concepts need to be refined, and ideas carefully framed, so they can be realised within a 6-8 minute drama. Where devising follows a recognised style or form, an explanatory reference may help clarify intentions. The drama needs to be structured with the implications of a ‘fresh’live audience considered, to ensure situations explored and framed by the drama are credible.
Concepts that deal with psychological issues can be challenging for students to convey dramatically and ensure the action and situations are understood from an audience perspective.
The monologue form
The monologue needs to be a complete dramatic experience. For example, be shaped to develop and ‘show’ rather than ‘tell’ dramatic action. Monologuesthat heavily rely on negative emotion and inner feelings may notengage the audience sufficiently to be convincing. Material needs to be ‘selected and rejected’ and ‘shaped and sequenced’ to capture the audience and keep them engaged.
Symbol
The element of symbol needs to be convincingly used, so that a ‘fresh’ audience will understand the representation. Students need to be mindful to not ‘over-extend’ the use of symbol. For example, students may use technologies in a manner they themselves understand, but which may be obscure for an audience.
Convincing and coherent drama for Merit
An increment in skill is implied by the coherent step. It means that the drama realises the dramatic intention in such a way that plot developments completed are clear for a ‘fresh’ live audience. Conventions and technologies are used purposefully to support and develop tension, mood, dramatic pace and contrast, and dialogue is selected to be convincing.
Where inner aspects/states of a character’s mind are used as participating characters in a drama, a clear indication within the performed work is necessary, so that coherence is maintained.
Powerful devised drama for Excellence
Compelling work is strikingly original and shows a clear build to a climactic point which is strongly related to a feasible statement of intent. The student needs to manipulate material with a view to engaging the audience thoroughly, through developing convincing characterisation as well as using technologies and conventions that create mood and build tension in a performance. Control of dramatic pace is also evident.