Clarification details
Updated May 2022. This clarification has been updated to address issues that have arisen from moderation.
Application for Achievement
Students need to ‘apply’ the knowledge and ideas or processes of a practitioner or theorist to communicate the intention of the theorist’s work to a text and/or role being studied in class. For example, they could present a workshop/rehearsal with other actors 'in role' as Stanislavski. They could direct/coach the actors by applying his theories to develop their characters for moments in the play.
Assessment must deal with the application of the relevant ideas. For example, students could demonstrate their understanding of a practitioner or theorist by giving their explanation a physical outcome, through (or by) the enactment of text. Evidence of the students’ application of the theory can also be submitted in the form of an essay or a seminar, which could be an 'in-role' presentation and/or slideshow.
Application goes beyond locating and describing features of a theatre form that are the essence of the practitioner or theorists work, to then identifying them in a play to convey themes and concerns. This knowledge relates to interpreting text and belongs to the domain of the external 91514 standard, rather than 'application', which is a practical demonstration of understanding and the focus of this standard.
Biographical material about the practitioner is only relevant if the details relate to application of the theory or practice. While students need to know something about the individual, the knowledge and factual information does not contribute to assessment evidence for this standard.
Justification for Merit
Justification of the application for Merit needs to cover why the theory exemplified is appropriate in that context. The following questions could be considered:
- Why and/or where would the theorist (as a director, designer, or actor) use this aspect of his theory?
- What meaning could be communicated to the audience by applying this knowledge?
Insight for Excellence
A practical demonstration of the student's application would support a more insightful understanding. For example, this may offer the opportunity for the student to justify why they apply Stanislavski's theories to develop a 'truthful' and 'realistic' character, and how that could then provoke the underlying themes of the play to impact on the audience.
Evidence for insight could be the criticality of the accompanying justified explanation of their application of the theorist’s ideas.