ASSESSMENT TASK

Year 7 ENGLISH Evolution of Theatre

Task Number: 7 Task Type: Writing Task Weighting: 25% Due Date: Week 6, 16 November 2017 (Term 4).

Outcomes Assessed

A student: EN4.1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EN4.5C thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts EN4.8D questions, challenges and evaluates cultural assumptions in texts and their effects on meaning

TASK From Page to Stage You have been tasked with creating a script for a “Greek Myths and Legends” performance day. This day will celebrate the traditions of Greek theatre and Greek narratives but with a modern twist. You will submit a hard copy of your task to your teacher. Part 1 You will adapt a classic Greek myth/legend into a short script. Your script must not be more than FOUR PAGES. Your script will include:

an imaginative and catchy title

cast list with short descriptions of all characters

a short synopsis of the plot of the play

stage direction including sound effects, lighting, use of props, instructions for the actors, set and any other special effects necessary

Part 2 To accompany your script, you will also present a ONE PAGE labelled design of the protagonist’s (main character) costume and mask. Responding to this task:

Choose an ancient Greek myth or legend

Read the narrative carefully and consider how you will transform it for the stage

Compose a list of the characters and their features

Draft the dialogue of the script

Add technical and performance elements to your script as stage directions (consider the movement of actors, the set, props, lighting, sound and special effects)

Review your draft, edit and publish for submission

Design the costume and mask of the main character, annotating your design

You will be assessed on how well you:

Compose an original script using the features of the dramatic form

Use elements of drama to create meaning and engage the audience

Use language appropriate for purpose, audience and form

Year 7 English Assessment Task 7 – Term 4 2017 – Evolution of Theatre 1

Midas & The Golden Touch Midas was a very wealthy king. It seemed as though he had everything a

king could wish for. He lived in luxury in a huge castle. He had a daughter

that he loved. King Midas also really loved counting his gold coins. Being

rich was his obsession.

One day, Dionysus, the god of wine and revelry, passed through the

kingdom of Midas. One of his friends, a satyr (half man, half goat), had

gotten lost there. King Midas had been very nice to the satyr when he

found him, so Dionysus wanted to reward him for his kindness. The god of

revelry offered to grant King Midas one wish. Midas thought for a minute

and then he said, "I wish that everything I touch turns into gold". Dionysus

warned the king to think carefully about his wish, but King Midas said he

was positive. His wish was granted.

The next day King Midas woke up eager to see if his wish had

come true. He touched a small wooden table that immediately

turned into gold. Midas jumped with joy! He then touched a

chair, the rug, the door, a bowl and many more items

throughout his castle. On his way to breakfast he picked a rose, his favorite

flower, to smell it. When he touched it, the rose became gold too, its lovely

fragrance gone. Without even thinking, the king ate a grape but it also

turned into gold. The same thing happened when he tried to drink a glass of

water. He started to panic. Tears filled his eyes and that moment, his beloved

daughter entered the room. When King Midas hugged her, she turned into a

golden statue! Desperate, he prayed to Dionysus to take this curse from him.

The god heard Midas and felt sorry for him. He told Midas to go to a special

river and wash his hands. Midas did as he was told and was surprised to see

gold flowing from his hands into the water. The ancient Greeks found gold on

the banks of that river for many years.

When he returned home, everything Midas had touched had become

normal again. The king was so relieved to have his daughter back. He

realized that it wasn't the gold in his life that had made him so happy.

From that point on, he decided to share his great fortune with his people.

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Year 7 English Assessment Task 7 – Term 4 2017 – Evolution of Theatre 2

Midas and the Golden Touch - Page 1 -

(Narrator stands in the centre of the stage under a spotlight) Midas was a very rich king. It seemed like he had everything a king could ever want. He lived in a big castle and had a daughter that he loved. He also had a lot of gold. One day, when King Midas was walking around outside admiring his castle, he found someone unexpected. King Midas (King Midas enters the stage, walking proudly) Hello there. You look like an interesting fellow. Who might you be?

Satyr (Satyr trots in merrily) I am a satyr. As you probably noticed, I am half man and half goat.

King Midas (In a bossy and proud tone) Well, since you mention it, I did notice that you are not from around here. I am King Midas and this is my kingdom. I feel sure that I would have remembered if a man with a tail and hooves lived nearby.

Satyr (Steps back shyly and replies) You are quite right your majesty. I do not live near here. I am a friend of Dionysus, the god of revelry. We were traveling by here celebrating something. Dionysus is always celebrating something. We stopped to take a break and I decided to rest under this lovely old tree. I must have fallen asleep and was left behind.

King Midas (He says warmly and in a more friendly manner) Don't worry Satyr. I'm sure Dionysus will return for you. While you

wait for him come on inside my castle. We will have a nice dinner and you can meet my daughter. We'd love to hear your stories about what life is like travelling around with such a cheerful god.

I'm sure you have lots of fun.

Satyr (replies happily) Oh yes we do! You wouldn't believe what happened this one time ...

Year 7 English Assessment Task 7 – Term 4 2017 – Evolution of Theatre 3

NAME _

TEACHER = _

Year 7 English Assessment Task 7 – Term 4 2017 – Evolution of Theatre 4

Year 7 English Assessment Task 7 – Term 4 2017 – Evolution of Theatre 5

Year 7 English Assessment Task 7 – Term 4 2017 – Evolution of Theatre 6

Year 7 English Assessment Task 7 – Term 4 2017 – Evolution of Theatre 7

COSTUME AND MASK DESIGN

Year 7 English Assessment Task 7 – Term 4 2017 – Evolution of Theatre 8

Marking Criteria: Page to Stage

0-1 2 3 4 5

Organisation and Form

- Use of scriptwriting

conventions

- Theatrical vision and textual

cohesion

- Attempts to compose a script

- Plot is hard to follow

- Presents a script that is not

fully developed

- Attempts to use the features

of the form or uses form

incorrectly throughout

- Script lacks development and

cohesion

- Presents an adequate script

- An inconsistent vision

(cohesion)with generic

arrangement and some

transitions

- Demonstrates a developing

understanding of the stylistic,

structural and thematic

features of the form

- May lack clarity and

consistency

- Presents an effective script

- a substantial theatrical

“vision”(cohesion) with

effective arrangement and

transitions

- Demonstrates understanding

of the stylistic, structural and

thematic demands of

scriptwriting

- Presents a sophisticated script

demonstrating flair

- A sustained theatrical “vision”

(cohesion) with a highly

effective arrangement and

clear transitions

- Demonstrates extensive

understanding of the stylistic,

structural and language

features of scriptwriting

Characters

- Effectiveness in the treatment

of characterisation

appropriate to the style.

- Script lacks character

development

- Attempts to develop

characterisation

- Attempts to develop the

problem and resolution of the

main character.

- Sound use of visual and aural

language to create clearly

presented characters

- Sound development of the

main character’s “problem”

and there is a sound

“resolution”

- Highly effective use of visual

and aural language to create

clearly presented characters

- Effective development of the

main characters “problem”

and there is an effective

“resolution”

- Sophisticated use of visual

and aural language to

create clearly defined and

convincing characters

- Sophisticated development

of the main characters

“problem” and there is a

sophisticated “resolution”

Dialogue

- Use of language to create

thematic, symbolic and

thematic meaning

- Dialogue effectively engages

the audience

- Basic use of dialogue

- Limited audience

engagement

- Attempts to use dramatic

language to create meaning

- Dialogue and uses everyday

language

- Attempts to engage the

audience

- Sound use of dramatic

language to create theatrical

meaning

- Dialogue may develop

thematic or symbolic

meaning inconsistently

- Dialogue is inconsistent in its

engagement

- Effective use of dramatic

language to create thematic,

symbolic and theatrical

meaning

- Dialogue is effective,

engaging and varied

- Sophisticated use of dramatic

language to create

thematic, symbolic and

theatrical meaning

- Dialogue is highly effective,

engaging and varied

Creativity and Stage Directions

- Stage directions are in

sufficient detail to show the

action for the production

- Effective choice and shaping

of dramatic and theatrical

elements

- Effectiveness in engaging the

audience

- Limited or no aspects of

dramatic action presented

- Inconsistently uses aspects of

dramatic action

- Attempts to use theatrical

elements to engage the

audience

- Uses dramatic action (stage

directions, actor movement,

setting, lighting, sound,

special effects and props)

- Uses theatrical elements

attempt to engage the

audience

- Stage directions are

inconsistent or may ignore an

area of dramatic action

- Effective and or imaginative

use of dramatic action (stage

directions, actor movement,

setting, lighting, sound,

special effects and props)

- Utilises theatrical elements

with control to engage the

audience

- Sophisticated and or inspired

use of dramatic action (stage

directions, actor movement,

setting, lighting, sound,

special effects and props)

- Manipulates theatrical

elements with flair and

control to thoroughly engage

the audience

Language conventions

- The extent to which the

writing exhibits conventional

spelling, punctuation,

paragraphing, capitalisation,

and grammar

- Limited understanding of

appropriate conventions

- Demonstrates lack of control,

exhibiting frequent errors that

make comprehension difficult

(e.g Incoherent words,

switching tense)

- Uses appropriate

conventions; errors are a

noticeable fault

- Demonstrates emerging

control, exhibiting frequent

errors that hinder

comprehension (e.g spelling

of basic words)

- Uses appropriate

conventions; errors

occasionally obscure

meaning

- Demonstrates some control of

the conventions, exhibiting

errors in using and spelling

everyday words

- Uses appropriate

conventions; errors are minor

and do not obscure meaning

- Demonstrates control of the

conventions, exhibiting

occasional errors only when

using sophisticated language

- Shows creativity and flexibility

when using conventions to

enhance meaning

- Demonstrates control of the

conventions with essentially

no errors, even with

sophisticated language

Costume Design

- Costume design shows an

understanding of the social

class, context and vision of

the play and is labeled to

identify its features

- Presents a costume and or

mask design but is limited in its

connection to the play

- Inconsistent labeling of

design

- Presents a costume and or

mask design that shows a

developing understanding of

the social class, context and

vision of the play

- Attempts to labels costume

and mask design

- Presents a costume and mask

design that shows a sound

understanding of the social

class, context and vision of

the play

- Labels costume and mask

design

- Presents a costume and mask

design that shows an

effective understanding of

the social class, context and

vision of the play

- Effectively labels costume

and mask design

- Presents a costume and mask

design that shows a

sophisticated understanding

of the social class, context

and vision of the play

- Labels costume and mask

design extensively and

accurately using a wide

range of language.