1. Taking it to the stage. Drama 1. 4. Standard: 90009. Version 2
Taking it to the stage! Drama Standard: Version 2 Perform an acting role Credits: 5 Based on Ministry of Education resource – Creating Character version published: January 2007

2. You will be assessed on:
Your active participation in the production process
How effectively you communicate your role
The ability to sustain your role
Your appropriate interaction with other characters.
Your wikispace will need to contain the record of the production process - this is supporting evidence of your active participation in the rehearsal and performance.

3. Teacher Guidelines:
This activity involves each student performing an acting role in a script given to them by the teacher. This may involve several groups in various scenes or the whole class in one play. Teacher direction in the formative phase of the activity is appropriate.
Opportunities within the performance should allow students to meet the assessment criteria.
The following lengths suggested are based on 30 students in a class:
whole class play – 45 minutes
three scenes – 15 minutes each to make 45 minutes of whole class performance
five scenes – 9/10 minutes each to make 45 minutes of whole class performance.
The students are expected to learn their lines out of class and possibly collect together props, costumes and sound or music. This will obviously take place out of class.
The students are expected to complete their portfolios as supporting evidence of active participation in the production process.
Setting up portfolio evidence is good practice for further work in drama and teachers can be innovative in the ways they encourage students to record the production process.
The portfolio will also be useful as preparation for the external assessment of Achievement Standard 1.6.
The teacher should facilitate the practical requirements of the task.

4. Resources
Scripts.
The following are suggested but not essential resources:
CD/tape recorder
costumes
props
luminaires
materials for a set
make-up
music
sound.

5. Task 1 Preparation
Your teacher will give you a script and tell you who the audience will be. Through negotiation you will be assigned an acting role. Your group will need to work co-operatively to achieve an appropriate standard of performance.
Record on your wikispace the agreed concept.
After initial discussions with your teacher and other members of your group, record in your portfolio answers to the following aspects of performance:
Ensure you have a copy of the rehearsal schedule pasted into your script
Ensure you have a copy of the production deadlines pasted into your script
These will include deadlines for learning lines, dates and times for the technical rehearsal, dress rehearsal and performance dates and times.
You will need to record in your script stage directions, special cues, thoughts on characterisation, director or teacher notes.

6. Task 2 Rehearsal
During the rehearsal process, you will have the opportunity to explore the ways voice, body language, movement and use of space can create and develop your character.
Your teacher will view and discuss this exploration with you.
Record your findings in your portfolio.
Ensure that your use of these resources supports the agreed production concept.

7. Task 3 Performance
Carry out your acting role in the production in an appropriate and believable manner.
Remember to:
support the production concept
perform the role as rehearsed
sustain the role
work as a member of a team (in drama this is called an ensemble)

8. Task 4 Reflection In your wikispace record answers to the following:
How well did you meet your individual responsibilities?
How successful was the production overall? How do you know?
How effectively did you communicate your own role to the audience?

9. Wikispace Checklist Your evidence should contain:
Notes on agreed production concept
Answers to questions on aspects of performance
Planning notes including-
Rehearsal schedule
Production deadlines
Notes on character development
Notes on personal properties
Notes on personal costume
Notes on special requirements or problems
Annotated script
Reflection

10. Achievement
Merit
Excellence
The student has:
attended rehearsals, worked satisfactorily at rehearsals, learnt lines by dates given, shown willingness to accept direction, and co-operated with the group.
shown through voice, body language, movement and use of space the character’s physicality and character traits.
sustained a role (e.g. does not laugh at an inappropriate time).
interacted with other characters appropriately.
e.g. The student playing Arthur in the wasteland scene, in The King of the Castle by Christina Reid, is able to sustain the role and show the sadness of a soldier who has returned from the war traumatised by the experience. The student uses robotic movement and a child-like voice as he slowly and carefully places the iced buns on the ground.
The student participated in the rehearsal process, created a believable character and worked as a part of an ensemble to present the play
attended rehearsals, actively participated in and contributed to rehearsals, learnt lines by dates given, shown willingness to accept direction, and fully co-operated with the group.
shown convincingly through voice, body language, movement and use of space the character's physicality and character traits (e.g. some convincing evidence is shown of age, status and personality).
sustained a role with conviction (e.g. is able to improvise when something goes wrong).
interacted with other characters appropriately and consistently.
e.g. The student playing Arthur in the wasteland scene, in The King of the Castle by Christina Reid, is able to sustain the role and internalise the grief of a soldier who has returned from the war traumatised by the experience. The student uses robotic movement, a hesitant, gentle, child-like voice and silence to create tension as he slowly and carefully places the iced buns on the ground. The performance is convincing as the actor creates a sense of
loss and despair.
attended rehearsals, actively participated in and contributed strongly to rehearsals, learnt lines by dates given, shown willingness to accept direction, and fully co-operated with the group, often taking a leadership role.
Used voice, body language, movement and space convincingly and with accomplishment consistent with the character's physicality and character traits (e.g. convincing evidence is shown of age, status, personality and motivation).
sustained a role with conviction and presence (e.g. the audience strongly empathises with the character).
interacted with other characters appropriately, and consistently.
e.g. The student playing Arthur in the wasteland scene, in The King of the Castle by Christina Reid, is able to sustain the role and convincingly internalise the grief and pain of a soldier who has returned from the war traumatised by the experience. The student uses robotic movement, a hesitant, gentle, faltering, child-like voice and silence to create a mounting tension as he slowly and carefully places the iced buns on the ground. The actor creates a convincing sense of torment, loss and despair and the performance is moving.
The student made a strong contribution to the play and showed commitment to every facet of the process, created a very real, absorbing character and worked as part of an ensemble to enthuse others and present the play.

11. Teacher Notes
The nature of this achievement standard and the student performance expected means it is likely that students will need approximately six to eight weeks to prepare for this activity.
It is suggested that teachers establish a record keeping system to enable them to make a judgement of student performance in:
attending rehearsals
working satisfactorily at rehearsals
learning lines by dates given
showing willingness to accept direction
co-operating with the group
showing a positive attitude.
This task is suitable for assessment towards the end of the year after drama skills, drama elements and conventions, and theatre style or genre have been taught. It is envisaged that students will be able to use all they have learnt during the year in this achievement standard.
The portfolio that students create in preparation for assessment for this achievement standard will also help prepare them for the external assessment of Achievement Standard Drama 1.6.
It may be that preparation for this assessment is combined with preparation for Drama AS 1.5 (Perform a technical role).
This task is designed to suit students in a variety of communities. The flexibility of the approach can accommodate particular interests of teachers and students.
Setting up the assignment
The choice of text for each student's acting role is a teacher decision to suit the needs of the class.
It may, depending on your class programme, be
a scene or scenes from a play
scenes from several plays
a whole play.
The following definition of active participation is also written in the achievement standard:
rehearsal attendance and commitment
learning lines to meet deadlines
willingness to accept direction
positive approach to the production
acknowledgement of group co-operation to enable a production to be realised.
The size of the group is determined by the teacher to suit the needs of the class and provide teacher manageability for assessment and class organisation.
The teacher needs to decide what audience is appropriate for the class. It may be another class, parents and friends or another school/community group.

12. The List of suitable plays or scenes
The internal assessment resource- Explore NZ Drama has a list o NZ plays that could be useful for this achievement standard.
Other world plays are:
New Connections 99: New Plays For Young People – Faber and Faber,
which includes:
The King of the Castle by Christina Reid
After Juliet by Sharman Macdonald
Gizmo by Alan Ayckbourn
Friendly Fire by Peter Gill