Structuring the work
Each student in the ensemble is required to submit a cover sheet, an individual project report and a video recording of the full performance for this task, the details of which are as follows.
Cover sheet
A cover sheet is provided by the IB for this task and a completed cover sheet must be submitted for each student as part of the upload of assessment materials. Failure to submit the cover sheet will result in the work not being marked. The cover sheet records the following information for this task.
Project report
The project report (10 pages of written text and images, with written text not exceeding 4,000 words maximum) is a written account of the individual student’s involvement in the collaborative project. The project report should demonstrate the student’s ability to reflect upon and evaluate the collaborative creation of the theatre piece.
Students will need to be carefully guided in their selection of the two moments from the video recording. They must ensure that the two moments they select will provide sufficient evidence of their performance skills and their individual artistic contributions respectively, as well as meeting the requirements of the task and providing sufficient opportunities for them to address the assessment criteria.
The list of sources used is excluded from the page count.
The project report is assessed on screen and students must ensure that their work is clear and legible when presented in a digital, on-screen format. The work should be created using a common page size (A4 or US Letter), be typed in a legible sans serif 12-point font and use standard margin sizes and single spacing. The project report may also contain legible handwriting.
Each student should adhere to the following structure in the project report. Please note: the structure of the project report does not necessarily follow the chronological process followed by the ensemble during the collaborative creation of the final piece and should not dictate the process.
Project report: Section 1 - The collaborative creative process and performance
a. Each student provides their own individual explanation of how the piece was collaboratively created by the ensemble, referencing significant instances from the process. Please note: reflecting on the collaborative creative process does not mean that students should see this as an opportunity to complain, blame or criticize other members of the ensemble. Recommended maximum length: 2.5 pages
b. After the piece is performed, and with reference to audience feedback, each student evaluates the effectiveness of the final piece as a whole, explaining how they consider the ensemble’s intentions were achieved. Recommended maximum length: 2.5 pages
Project report: Section 2 - Individual contributions to the performance
a. After watching the video recording of the final piece, each student explains how they used their performance skills (body and/or voice) to effectively contribute to one specific and effective moment of tension, emotion, atmosphere and/or meaning ( “TEAM”) visible in the video recording. The chosen moment must not exceed 2 minutes maximum and the time codes for this moment must be stated on the cover sheet. Each student must clearly state which element(s) of "TEAM" they will be addressing in the chosen moment. Recommended maximum length: 2.5 pages
b. After watching the video recording of the final piece, each student explains how their own specific individual artistic contributions to the development and/or staging of the piece as creator, designer and/or director (outside of their performance moment described above) effectively contributed to the fulfillment of the ensemble’s intentions in one moment seen in the video recording. This moment must be a different moment in the piece to the one described above and must not exceed 2 minutes maximum. The time codes must be stated on the cover sheet. Each student must clearly state which role(s) they made their artistic contributions in (creator, designer and/or director) for the one moment. Recommended maximum length: 2.5 pages
Use of images and other visual evidence
Students are encouraged to include carefully selected visuals such as mind maps, storyboards, diagrams, and designs throughout the project report. They may also include their own photographs and other images as necessary, ensuring they are all of an appropriate quality. All images and other visual material must be clearly labelled and appropriately referenced to acknowledge the source, following the protocol of the referencing style chosen by the school. The labels, which are included in the overall page limit of the project report, should contain the minimum information to ensure the examiner understands the significance of the visual evidence.
Video recording
The full performance of the theatre piece must be captured in a video recording that is submitted for assessment (lasting 7-10 minutes) by each member of the ensemble. This must be a continuous, single-camera, unedited record and must capture the full presentation of the piece from the best vantage point possible. The video recording device must not be switched off during the performance. As the one single video recording is used to assess the effectiveness of the performance skills and artistic contributions of each member of the ensemble it is crucial that all action can be clearly seen and heard in the recording. The video camera should avoid unnecessary panning or zooming during the performance. In preparing to video record the assessed piece teachers are encouraged to allow students time to walk through their performance prior to filming to give the operator of the video recording device an indication of how the space will be used and the most appropriate way of positioning the camera to frame the whole performance from a fixed position.
1a: Collaborative Collaboration
You must refer to significant instances in the process, such as breakthroughs or especially productive sessions. Look back over your journal entries, and consider how you would rank or categorise each rehearsal, meeting and activity according to how significant each were in the process of creation. Remember that an 'instance' could be a challenge or difficult moment as well as a breakthrough. Those instances that feature highly in your ranking are probably more useful for this section.
Reflect on the successes and challenges you faced as an ensemble during the development of the piece. What workshops were most enlightening? Why? Which activity generated the best content? Why? When did you find the group enthusiastically agreeing? Why? When did you struggle to generate content? How did you feel when this happened? Which activities led to nothing useful? When did you argue? Why? How did you overcome these challenges - this could be a success story, but even dead ends influence the piece by way of what you didn't do. Explain how these impacted your piece, and what conditions led to them happening.
1b: Final performance
Here, you will evaluate the whole piece: how you met your intentions, or didn’t, in the final video- recorded performance. What elements of Drama did the group choose to use? Why? What was successful? What wasn't? Why? What was challenging during performance, and how did you overcome those challenges?
So it is crucially important that you consider both the good and the not-so-good from your performance. The examiner doesn't want to see that everything was perfect and exactly as you intended, because in life there's always something that could be better. Use clear reference to feedback received from your audience at the final performance to back up your opinions and statements. What did your target audience think or feel? How do you know? A What → How → Why model might be useful here. Say what you did (moment); how you did it (combination of elements) and why (intended impact). Then add another How (effective) and a third How (do you know?). Break down your TMIs into the component parts and for each, answer the question, "How effectively did we meet this?". Some may be fully met, some partially, and some not at all. You are awarded marks for explaining, not for being perfect at meeting intentions!
Individual Contribution as a Performer
After your final performance to an audience, take the time to watch the video recording. You'll already have evaluated the piece as a whole, considering the performance as an ensemble in relation to your intentions in section 1. Now, you need to zoom in on yourself. Look for moments where you use your body, voice and/or movement to effectively enhance a moment of TEAM. Make a note of these moments, and where they appear in the video (time from and time to).
Once you've chosen your moment, you will need to indicate the time code on the official cover sheet. Now explain why you chose this moment.
You might want to use the What → How → Why model. Say what you did (moment); how you did it (combination of performance elements) and why (intended impact). Then add another 'how' to explain how effective this combination of elements was at transmitting TEAM. Bi is all about your performance skill, so don't focus on any technical elements used here. Although, of course, they may have been present, you won't pick up marks for this yet, and so it's the way you interact with any technical elements that could be included.
Individual contribution as a non-performer
Now, re-watch the video and, using a similar approach to Bi above, look for a moment where you can see your fingerprints on the piece as a creator, director and/or designer. This could be a string of movement that you choreographed, a moment based on research you contributed, prominent use of set and lights that you designed, or any other input you had to either the development of the piece, the staging of it, or both.
Once you have identified a key moment, using the same criteria as above, that shows how your individual contribution has helped the ensemble and the piece meet some or all of its intentions, you will need to explain.
Whatever your individual input, to move into top band you must add reasons or causes to these descriptions.
|
|
|