Assessment rubric - Director's notebook

External assessment criteria—SL and HL

Summary

Task 2: Director’s notebookMarksTotal
  A Theatre in context: The play text, its context and the ideas presented 8 32
  B Theatre processes: Artistic responses and live theatre experiences 8
  C Presenting theatre: The director’s vision and intended impact 8
  D Presenting theatre: The staging of two moments of the play 8

Criteria

A. Theatre in context: The play text, its context and the ideas presented

Evidence: the director’s notebook

  • To what extent does the student demonstrate effective research into the cultural and/or theoretical context of the play text using a range of sources?
  • To what extent does the student identify and link the ideas presented by the playwright in the play? (As the author(s) of the text, the playwright might be one person, more than one person or in some cases a theatre company.)
MarkDescriptor
0 The work does not reach a standard described by the descriptors below.
1–2

This work is inconsistent:

  • the student lists the cultural and/or theoretical context(s) of the play text using few appropriate sources, not always effectively
  • the student identifies the ideas presented in the play text by the playwright but these are obvious or contrived and lack depth.
3–4

This work is underdeveloped:

  • the student outlines the cultural and/or theoretical context(s) of the play text using limited sources effectively
  • the student identifies some of the ideas presented by the playwright in the play text but does not identify appropriate links between these.
5–6

This work is good:

  • the student describes the cultural and/or theoretical context(s) of the play text using a range of sources, but not always effectively
  • the student identifies the ideas presented in the play text and describes how these ideas are linked by the playwright.
7–8

This work is excellent:

  • the student explains the cultural and/or theoretical context(s) of the play text using a range of sources effectively
  • the student clearly identifies the ideas presented in the play text and explains how they are linked by the playwright.
B. Theatre processes: Artistic responses and live theatre experiences

Evidence: the director’s notebook

  • To what extent does the candidate record their artistic responses, creative ideas and explorations of the play text?
  • To what extent does the student make links to relevant experiences of live theatre they have experienced as a spectator during the course, explaining how directors employed performance and production elements to create effective and impactful moments of theatre?
MarkDescriptor
0 The work does not reach a standard described by the descriptors below.
1–2

This work is inconsistent:

  • the student lists any artistic responses, creative ideas or explorations of the play but these may be superficial or underdeveloped
  • the student makes little attempt to make links to their own experiences of live theatre and lists how directors employed production and performance elements to make impactful moments of live theatre.
3–4

This work is underdeveloped:

  • the student outlines their artistic responses, creative ideas and explorations of the play but these may be lacking clarity
  • the student attempts to make links to their own experiences of live theatre and outlines how directors employed production and performance elements to make impactful moments of live theatre.
5–6

This work is good:

  • the student describes their artistic responses, creative ideas and explorations of the play with clarity and some imagination
  • the student makes some appropriate links to their own experiences of live theatre and describes how production and performance elements were combined to make impactful moments of theatre.
7–8

This work is excellent:

  • the student presents a clear, detailed and imaginative explanation of their artistic responses, creative ideas and explorations of the play
  • the student makes clear and appropriate links to their own experiences of live theatre and explains how directors employed production and performance elements to make impactful moments of live theatre.
C. Presenting theatre: The director’s vision and intended impact

Evidence: the director’s notebook

  • To what extent does the student clearly present their intentions for the staging of the play text?
  • To what extent does the student explain how their presentation of the play text on stage would achieve their intended impact on an audience?
MarkDescriptor
0 The work does not reach a standard described by the descriptors below.
1–2

This work is inconsistent:

  • the student lists their directorial intentions but these may not be appropriate, effective or feasible
  • the student shows little consideration for how their staging of the play might create an intended impact on an audience.
3–4

This work is underdeveloped:

  • the student outlines their directorial intentions which are largely appropriate, effective and feasible, but these may be underdeveloped
  • the student outlines how their staging of the play might create an intended impact on the audience.
5–6

This work is good:

  • the student describes their appropriate, effective and feasible directorial intentions which are supported by a range of ideas
  • the student describes how their staging of the play would create an intended impact on the audience.
7–8

This work is excellent:

  • the student clearly explains their appropriate, effective and feasible directorial intentions which are supported by a range of imaginative ideas
  • the student clearly explains how their staging of the play would create an intended impact on the audience.
D. Presenting theatre: The staging of two moments of the play

Evidence: the director’s notebook

  • To what extent does the student effectively outline how they would stage two moments of the play using appropriate subject terminology, ensuring the play text is not edited, cut or altered?
  • To what extent does the student explain how production and performance elements would function together in their staging to fulfill their intentions?
MarkDescriptor
0 The work does not reach a standard described by the descriptors below.
1–2

This work is inconsistent:

  • the student lists how they would stage two moments of the play. This work is incomplete or contains edits, cuts or alterations to the original text
  • the student lists how production and performance elements would function together with little consideration of their stated intentions.
3–4

This work is underdeveloped:

  • the student outlines how they would stage two moments of the play
  • the student outlines how production and performance elements would function together to fulfill their stated intentions.
5–6

This work is good:

  • the student describes how they would stage two moments of the play
  • the student describes how production and performance elements would function together to appropriately fulfill their stated intentions.
7–8

This work is excellent:

  • the student explains how they would stage two moments of the play
  • the student explains how production and performance elements would function together to appropriately and effectively fulfill their stated intentions.
Last modified: Monday, 17 August 2015, 3:18 PM