IB Theater HL and SL Sullivan

Introduction

Students at HL research a theatre theorist they have not previously studied, identify an aspect (or aspects) of their theory, create and present a solo theatre piece (4–8 minutes) based on an aspect(s) of this theory. This task develops, builds on and extends the skills and understandings developed in the other areas of the syllabus. It requires students to create a fully produced piece of theatre based on theatre theory. Students submit a report (maximum 3,000 words) which includes their research into and understandings of the theorist, the theory and the context of the theorist’s work. It also records their practical explorations of the selected aspect(s) of theory, the development of the solo theatre piece and analysis and evaluation of the theatre piece.

Perspective—candidates should approach this task from the four perspectives of creator, director, designer and performer.

Aim—the aim of this task is for students to:

• explore the practical implications of theatre theory
• put theory into practice by creating and presenting a solo piece of theatre based on theatre theory.

Understandings—through this exploration students will understand:

• the various contexts of at least one theatre theorist
• the relationship between theatre theory and practice
• the ways in which theatre theory informs and influences the creation and presentation of theatre.

It is important to note that this is not a performance-only task, but rather brings together the skills of creating, designing, directing and performing through the lens of a theatre theorist. It is fundamentally a task which asks students to consider:

• how to make a piece of theatre based on an aspect(s) of theory
• the most appropriate theatre form and performance material required to contain these theoretical considerations
• how to communicate and present this aspect(s) of theory practically and through their body
• the most appropriate scenic and technical design elements needed to support the presentation of this theory.

This task does not assess performance skills, but rather the extent to which students can learn, embody and communicate understanding through action.