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Emerging |
Developing |
Securing |
Mastering |
Collaboration |
Is beginning to take a lead role. Contributes imaginative ideas to group work with confidence. Sometimes is able to develop the ideas of others.
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Contributes ideas with confidence and is supportive of the ideas of others
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Works well with others, making positive contributions. Occasionally contributes ideas.
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Takes a supportive role. Relies on working with the ideas of others. Sometimes opts out.
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Script Work |
Is beginning to analyse and interpret text with some level of insight and understanding; often uses this to realise characters effectively in performance.
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Shows some understanding when interpreting text; occasionally can use this to realise characters in performance.
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Can interpret text at times however sometimes lacks confidence in applying this understanding to characterisation.
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Shows a basic level of understanding when interpreting text. Can lack confidence in applying this to characterisation.
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Improvisation |
Improvises and devises performances in pairs or as part of an ensemble which is beginning to include tension, contrast and make an effective use of dialogue.
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Can work with others when improvising and devising; some thought is given to creating tension, contrast and effective dialogue.
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When improvising and devising performances there is sometimes a lack of confidence in creating tension and contrast. Dialogue is attempted.
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When improvising and devising performances there is a lack of confidence in creating tension and contrast. Dialogue is attempted but not always successful.
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Commitment |
Stays in role with focus and shows a clear attempt at commitment to character.
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Is on task most of the time; is focused and, at times, confident in role.
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Occasionally lacks confidence in sustaining a role during performance.
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Becomes easily distracted. Lacks confidence and/or focus in sustaining a role during performance.
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Vocal Work |
Is beginning to confidently use tone, volume, pace, pitch, pause and vocal expression in performance, speaking with a degree of control and clarity.
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Tone, volume, pace, pitch, pause and vocal expression are considered at times when performing. Speaks with control and clarity some of the time.
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Understands how tone, volume, pace, pitch, pause and vocal expression can be used in performance but does not always consider them when performing.
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Tone, volume, pace, pitch and pause are occasionally considered when creating a role but there is a lack of effort and/or confidence in using them.
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Physical skills |
Is beginning to use body language, facial expression, gesture, eye-contact, posture, gait, movement, mime, space and levels to realise a role effectively with a degree of control and clarity. |
Body language, facial expression, gesture, eye-contact, posture, gait, movement, mime, space and levels are considered at times in order to realise a role. Control and clarity of movement is varied. |
Understands how body language, facial expression, gesture, eye-contact, posture, gait, movement, mime, space and levels can be used to realise a role but does not always consider them when performing. |
Body language, facial expression, gesture, eye-contact, posture, gait, movement, mime, space and levels are occasionally considered when creating a role but there is a lack of confidence and/or effort in applying them. |
Rehearsal skills |
Uses the time in rehearsal well to develop and polish a piece of work. Is able to reflect on work in some depth and at times can refine it. |
Uses the time in rehearsal well most of time to develop and polish a piece of work. Is able to reflect on work and can occasionally refine it. |
Uses time in rehearsal well some of the time. Reflection on work can, at times, lack depth. May struggle to act on advice and refine it most of the time. |
Struggles to use rehearsal time effectively. Finds it difficult to reflect on work or refine it. |
Exploration |
Is beginning to use a range of drama techniques including still image, thought-tracking, cross-cutting, physical theatre, narration, flashback, hot-seating and soundscape with a degree of competence and confidence. |
Uses a range of drama techniques including still image, thought-tracking, cross-cutting, physical theatre, narration, flashback, hot-seating and soundscape with some degree of confidence. |
Attempts a range of drama techniques including still image, thought-tracking, cross-cutting, physical theatre, narration, flashback, hot-seating and soundscape however, sometimes lacks confidence in application. |
Struggles with using drama techniques such as still image, thought-tracking, cross-cutting, physical theatre, narration, flashback, hot-seating and soundscape. Lacks focus and/or confidence in application. |
Evaluation |
Can confidently articulate strengths and offer thoughtful ways to improve own work and the work of others; uses this to improve work with a good degree of success. |
Can articulate strengths and offer thoughtful ways to improve own work and the work of others most of the time; uses this to improve the work with some success. |
Can give an opinion on a piece of drama and offer ways to improve; occasionally attempts to use this to improve own work however, this is not always successful. |
Comments on what was liked about a performance when asked although struggles to articulate how it could be improved or be constructive. |