Unit 4 - Sample approach to developing an assessment task
Outcome 1
On completion of this unit the student should be able to describe and justify a creative and imaginative interpretation of a monologue and its prescribed scene.
Introduction
There are two tasks ascribed to this outcome. Both are directly linked to Unit 4, Outcome 2.
Task 1 requires students to describe and justify dramaturgical decisions for a creative and imaginative interpretation of a monologue and its prescribed scene.
Task 2 requires students to describe the possibilities, intentions and vision for their interpretation of a monologue and its prescribed scene.
Both of these tasks prepare students for the requirements of the monologue examination.
Task conditions
This outcome is worth 30 marks (20 for Task 1; 10 for Task 2) and when combined with the marks for Outcome 3 will contribute 15 per cent of the study score.
Teachers may determine the conditions for the task, including access to resources and notes. Students should be advised of the timeline and conditions under which the task is to be conducted prior to the implementation of the task.
Task 1 is a written report that may be in any one or a combination of the following formats:
- an essay
- responses to structured questions.
Task 2 is an oral presentation that includes responding to question/s.
Task design
When developing an assessment task suitable for this Area of Study, it is worth considering the following:
- Students need to be familiar with the key knowledge and skills for Areas of Study 1 and 2.
- Addressing Areas of Study 1 and 2 together will enable students to test their ideas and interpretations in practice in order to reflect and refine their responses before completing any assessment task.
- Task 1 needs to be completed prior to Task 2.
- Each task can have a separate focus, allowing students to develop and apply the specific skills targeted in each task. Each separate task may not address all the performance descriptors for this Area of Study. Proficiency in the key skills and knowledge for the outcome will be demonstrated over both the tasks.
The assessment tasks should allow the students to:
- demonstrate their understanding of contexts, style and structure of the script
- conduct dramaturgy to justify theatrical possibilities and intended meanings feeding into an artistic vision
- describe how they would work in two production roles to realise the contexts of their interpretation through the application of elements of theatre composition, conventions of theatre style and appropriate theatre technologies
- explain choices in conventions of theatre style to facilitate the intended meaning of the whole script and further develop a relationship between the audience and the artistic vision
- use appropriate expressions and theatre terminology.
The following is an example of a possible approach to these assessment tasks. They may be adapted to suit a school’s particular needs.
Since the monologue examination comes with particular realisation parameters, students will benefit from being able to realistically shape their ideas for this task if they also have to respond to a context that places parameters on their interpretation.
One way of doing this is to contextualise the assessment as if they have applied to present their scene in a festival of short works. Their acceptance into the festival is dependent upon the successful completion of three stages:
Stage one (dramaturgical stage): preliminary script analysis and research informing artistic vision.
Stage two (proposed application of two production roles): exploration of applied theatre styles, elements of theatrical composition and, where appropriate, theatre technologies to realise artistic vision (realisation must adhere to the parameters document supplied by the festival producers).
Stage three: an oral presentation and/or interview to present the final artistic vision with dramaturgical justifications.
The outcome for stage one could be a dramaturgical portfolio.
The outcome for stage two could be the written report, referencing aspects of the portfolio.
The outcome for stage three (Task 2) would be the oral presentation.
The oral presentation task should identify types of questions that may be asked. To be equitable, the phrasing of those questions should be specifically structured and not vary from student to student.