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The Lancashire Assessment Programme – Secondary Performing Art

Band Old

Level GCSE Band

Assessment Focus: Performance Skills Sophisticated / Impressive

UPPER D

9

8

Process of creating Drama (devised and scripted) Impressive ability to carry out research to support work. Impressive ability to develop own ideas. Impressive ability to collaborate and compromise with others. Impressive ability to rehearse - refine and amend their work in progress.Performance Skills (devised and scripted) Impressive ability to commit dialogue to memory for devised performances and /or learn text for text -based performances. Develop a sophisticated ability to interpret and/or create and perform a character appropriately. Develop an impressive range of vocal skills/ techniques > clarity of diction – inflection – accent – pitch - intonation and phrasing –

pace pause and timing – projection – emotional range – song/ choral speech. Develop an impressive range of Physical skills and techniques > movement – body language – posture – gait – co-ordination –

stillness – timing – control; facial expressions – eye contact – listening – expression of mood – spatial awareness – interaction withothers – dance or choral movement.

Develop an impressive performer/audience relationship and ensure sustained engagement throughout the performance. Take into consideration any health and safety implications as appropriate.

Process of creating Drama (devised and scripted) I make an impressive attempt to develop my own ideas and collaborate with others to communicate meaning. I make an impressive attempt to rehearse the work by learning lines, amending and refining the performance.Performance Skills (devised and scripted) A highly competent performance which engages an audience at all times showing creativity and flair. The performance is highly inventive and developed in an original or creative way and fulfils clear dramatic aims for the audience. The performance is sustained and uses a range of theatrical skills to a high level. There is a creative application of a range of skills and techniques demonstrated which are utilised in a precise way. There is an outstanding contribution by the performer to the effectiveness of the piece. This is a highly successful realisation of the devised material / script. Personal interpretation clearly considers context of the performance.

Excellent

LOWER D

7

Process of creating Drama (devised and scripted) Excellent ability to carry out research to support work. Excellent ability to develop their own ideas. Excellent ability to Collaborate and compromise with others. Impressive ability to rehearse - refine and amend their work in progress.Performance Skills (devised and scripted) Excellent ability to commit dialogue to memory for devised performances and /or learn text they are performing for text - based

performances. Develop an excellent ability to interpret and/or create and perform a character as appropriate to the demands of the performance

which successfully achieves its dramatic intentions. Develop an excellent range of vocal skills and techniques > clarity of diction – inflection – accent – intonation and phrasing – pace

pause and timing – projection – pitch – emotional range – song or choral speech. Develop an excellent range of Physical skills and techniques > movement – body language – posture – gait – co-ordination –


Develop an effective performer/audience relationship and ensure sustained engagement throughout the performance. Students demonstrate excellent consideration of any health and safety implications.

Process of creating Drama (devised and scripted) I make an excellent attempt to develop my own ideas and collaborate with others to communicate meaning. I make an excellent attempt to rehearse the work by learning lines, amending and refining the performance.Performance Skills (devised and scripted) A competent performance which engages an audience at all times. The performance is inventive and developed in a creative way which fulfils clear dramatic aims for the audience. The performance is sustained and uses a high level of theatrical skill. There is some excellent creative application of a range of skills and techniques demonstrated which are utilised in a precise way. There is an excellent contribution by the performer to the effectiveness of the piece. This is a very successful realisation of the devised material / script. Personal interpretation clearly considers context of the performance.

Band Old

Level GCSE Band

Assessment Focus: Analysis and Evaluation Sophisticated / Impressive

UPPER D

9

8

Process of analysis and evaluation: Impressive use of subject specific terminology when analysing the process and the performance. Excellent ability to analyse personal skills development – using drama techniques or rehearsal methods to develop theatrical

skills. Including; hot seating and freeze frames etc. Impressive ability to provide extensive examples to support their analysis using reference to research they have completed

and practical examples of refinement or rehearsal process. Impressive ability to analyse and interpret a range of performances in a variety of genres and styles giving a balanced

analysis of decisions made regarding content genre, structure, character, form, style and language etc.. and considers theapplication to the overall success of the performance.

Impressive use of subject specific terminology when analysing and evaluating the process and the performance.

Analysis and evaluation of the process: The response demonstrates a comprehensive, fully balanced and considered analysis and evaluation of individual performance skills demonstrated in the performance. They demonstrate an impressive understanding of how to provide an interpretation of the material (devised or scripted.) A sophisticated response which provides a detailed analysis of decisions made in the development process by giving relevant and poignant examples. There is an impressive analysis of personal contribution to the creation, development and refinement process.

Excellent

LOWER D

7

Process of analysis and evaluation: Excellent use of subject specific terminology when analysing the process and the performance Excellent ability to analyse personal skills development – using an extensive range of drama techniques or rehearsal

methods to develop theatrical skills. Including; hot seating and freeze frames etc. Excellent ability to provide extensive examples to support their analysis using reference to research they have completed

and practical examples of refinement or rehearsal process. Excellent ability to analyse and interpret a range of performances in a variety of genres and styles giving a balanced analysis

of decisions made regarding content genre, structure, character, form, style and language etc.. and considers theapplication to the overall success of the performance.

Excellent use of subject specific terminology when analysing and evaluating the process and the performance

Analysis and evaluation of the process and performance: The response demonstrates a detailed and balanced analysis and evaluation of individual performance skills demonstrated in the performance. They demonstrate an excellent understanding of how to provide an interpretation of the material (devised or scripted.) A thorough response which provides some detailed analysis of decisions made in the development process by giving examples. There is a secure analysis of personal contribution to the creation, development and refinement process.

The Lancashire Assessment Programme - Secondary Performing Art © Lancashire County Council (2016)


Band Old

Level GCSE Band

Assessment Focus: Knowledge and Understanding of Drama Sophisticated / Impressive

UPPER D

9

8

Characteristics of performance and dramatic works Impressive use of subject specific terminology – for example stage positioning: - upstage (left, right, centre) - downstage

(left, right, centre) - centre stage. Staging configuration: theatre in the round - proscenium arch - thrust stage – traverse - end on staging – promenade.

Sophisticated awareness of the genre – structure – form and style. Impressive awareness of the creation of mood and atmosphere by considering pace and dramatic climax. Sophisticated practical understanding of the demands of the text/performance.

Performance interpretation and communication Sophisticated understanding of genre/style/form with consideration of application and integration of features. For example

– Physical Theatre: narrative explored through movement or use of mime. Impressive understanding of social/historical/cultural aspects of performance > understanding of the context of the

performance. Impressive understanding of use of performance space and spatial relationships on stage – by considering actor and

audience configuration and the relationships between them.

Characteristics of performance and dramatic works Demonstrates impressive knowledge and understanding of the style and form of the production with keen awareness of the characteristics of the performance. There is a sophisticated theoretical understanding of the demands of the performance with impressive consideration of an extensive range of features. There is a sophisticated understanding of how mood and atmosphere are created by consideration of pace and dramatic climax. Expression is very clear with confident and accurate use of appropriate terminology. Performance interpretation and communication Demonstrates an impressive understanding of the interpretation and communication of the performance with sophisticated understanding of the dramatic aims and intentions. Impressive understanding of the genre, style and form of the performance with clear consideration of the application of the features. There is an impressive understanding of the social/historical/cultural aspects of the performance with an impressive understanding of the context of the performance. There is a sophisticated understanding of the use of the performance space and spacial relationships on stage by considering actor and audience configuration and the relationships between them.

Excellent

LOWER D

7

Characteristics of performance and dramatic works Excellent use of subject specific terminology – for example stage positioning: - upstage (left, right, centre) - downstage (left,

right, centre) - centre stage. Staging configuration: theatre in the round - proscenium arch - thrust stage – traverse - end on staging – promenade.

Excellent awareness of the genre – structure – form and style. Excellent awareness of the creation of mood and atmosphere by considering pace and dramatic climax. Excellent practical understanding of the demands of the text/performance.Performance interpretation and communication Excellent understanding of genre/style/form with consideration of application and integration of features. For example –

Physical Theatre: narrative explored through movement or use of mime. Outstanding understanding of social/historical/cultural aspects of performance > understanding of the context of the

performance. Outstanding understanding of the use of performance space and spatial relationships – considering actor and audience

configuration and the relationships between them.

Characteristics of performance and dramatic works Demonstrates clear knowledge and understanding of the style and form of the production with keen awareness of the characteristics of the performance. There is sound theoretical understanding of the demands of the performance with excellent consideration of an extensive range of features. There is a thorough understanding of how mood and atmosphere are created by consideration of pace and dramatic climax. Expression is very clear with confident and accurate use of appropriate terminology. Performance interpretation and communication Demonstrates an excellent understanding of the interpretation and communication of the performance with excellent understanding of the dramatic aims and intentions. Excellent understanding of the genre, style and form of the performance with clear consideration of the application of the features. There is a thorough understanding of the social/historical/cultural aspects of the performance with a competent understanding of the context of the performance. There is an excellent understanding of the use of the performance space and spacial relationships on stage by considering actor and audience configuration and the relationships between them.



Band Old

Level GCSE Band

Assessment Focus: Performance Skills Confident / Sustained

UPPER C

8 6

Process of creating Drama (devised and scripted) Very good ability to carry out research to support work. Very good ability to develop their own ideas. Very good ability to Collaborate and compromise with others. Very good ability to rehearse - refine and amend their work in progress.

Performance Skills (devised and scripted) Very good ability to commit dialogue to memory for devised performances and /or learn text they are performing for text -based

performances. Develop a good ability to interpret and/or create and perform a character as appropriate to the demands of the performance which

achieves its dramatic intentions. Develop a very good range of vocal skills and techniques e.g. clarity of diction – inflection – accent – intonation and phrasing –

pace, pause and timing – projection – pitch – emotional range – song and /or choral speaking. Develop a very good range of Physical skills and techniques > movement – body language – posture – gait – co-ordination –


Develop a very good performer/audience relationship and ensure sustained engagement throughout the performance. Students demonstrate confident consideration of health and safety implications.

Process of creating Drama (devised and scripted) I make a very good attempt to develop my own ideas and collaborate with others to communicate meaning. I make a very good attempt to rehearse the work by learning lines, amending and refining the performance.

Performance Skills (devised and scripted) A confident and sustained performance which engages an audience at times. The performance is inventive and has elements which are developed in an original or creative way and fulfils clear dramatic aims for the audience. The performance is sustained and uses a good level of theatrical skill. There is a creative application of a range of skills and techniques demonstrated which are utilised in a sustained way. There is a good contribution by the performer to the effectiveness of the piece. This is a successful realisation of the devised material / script. Personal interpretation demonstrates a good consideration of the context of the performance.

Good

LOWER C

7 5

Process of creating Drama (devised and scripted) Good ability to carry out research to support work. Good ability to develop their own ideas. Good ability to Collaborate and compromise with others. Good ability to rehearse - refine and amend their work in progress.

Performance Skills (devised and scripted) Good ability to commit dialogue to memory for devised performances and /or learn text they are performing for text -based

performances. Develop a good ability to interpret and/or create and perform a character as appropriate to the demands of the performance which

achieves its dramatic intentions. Develop a good range of vocal skills and techniques e.g. clarity of diction – inflection – accent – intonation and phrasing – pace,

pause and timing – projection – pitch – emotional range – song and /or choral speaking. Develop a good range of Physical skills and techniques > movement – body language – posture – gait – co-ordination – stillness –

timing – control; facial expressions – eye contact – listening – expression of mood – spatial awareness – interaction with others –dance or choral movement.

Develop a good performer/audience relationship and ensure sustained engagement throughout the performance. Students demonstrate good consideration of any health and safety implications.

Process of creating Drama (devised and scripted) I make a good attempt to develop my own ideas and collaborate with others to communicate meaning. I make a good attempt to rehearse the work by learning lines, amending and refining the performance.

Performance Skills (devised and scripted) A fairly confident performance which engages an audience at times. The performance is inventive and has elements which are developed in creative way which is sustained at times and fulfils clear dramatic aims for the audience. The performance is fluent and uses a good level of theatrical skill. There is a creative application of a range of skills and techniques demonstrated which are utilised in a sustained way. There is a good contribution by the performer to the effectiveness of the piece. This is a successful realisation of the devised material / script. Personal interpretation demonstrates a good consideration of the context of the performance.

Band Old

Level GCSE Band

Assessment Focus: Analysis and Evaluation Confident / Sustained

UPPER C

8

7

6

5

Process of analysis and evaluation: Good use of subject specific terminology when analysing and evaluating the process and the performance. Good ability to analyse personal skills development – using a wide range of drama techniques or rehearsal methods to

develop theatrical skills. Including; hot seating and freeze frames etc. Good ability to provide a range of examples to support their analysis using reference to research they have completed and

practical examples of refinement or rehearsal process. Good ability to analyse and interpret a range of performances in a variety of genres and styles giving a balanced analysis of

decisions made regarding content genre, structure, character, form, style and language and considers the application to theoverall success of the performance.

Analysis and evaluation of the process and performance: The response demonstrates an effective and balanced analysis and evaluation of individual performance skills demonstrated in the performance. They demonstrate a confident understanding of how to provide an interpretation of the material (devised or scripted.) An assured response which provides some detailed analysis of decisions made in the development process by giving examples. There is a secure analysis of personal contribution to the creation, development and refinement process.

Good

LOWER C

8

7

6

5

Process of analysis and evaluation: Good use of subject specific terminology when analysing and evaluating the process and the performance. Good ability to analyse personal skills development – using a wide range of drama techniques or rehearsal methods to

develop theatrical skills. Including; hot seating and freeze frames etc. Good ability to provide a range of examples to support their analysis using reference to research they have completed and

practical examples of refinement or rehearsal process. Good ability to analyse and interpret a range of performances in a variety of genres and styles giving a balanced analysis of

decisions made regarding content genre, structure, character, form, style and language and considers the application to theoverall success of the performance.

Analysis and evaluation of the process and performance: The response demonstrates a good and sometimes balanced analysis and evaluation of individual performance skills demonstrated in the performance. They demonstrate a good understanding of how to provide an interpretation of the material (devised or scripted.) A good response which provides some detailed analysis of decisions made in the development process. There is a fairly secure analysis of personal contribution to the creation, development and refinement process.



Band Old

Level GCSE Band

Assessment Focus: Knowledge and Understanding of Drama Confident / Sustained

UPPER C

8

7

6

5

Characteristics of performance and dramatic works Confident use of subject specific terminology – for example stage positioning: - upstage (left, right, centre) - downstage

(left, right, centre) - centre stage. Staging configuration: theatre in the round - proscenium arch - thrust stage – traverse -end on staging – promenade.

Confident and developed awareness of the genre – structure – form and style. Confident and developed awareness of the creation of mood and atmosphere by considering pace and dramatic climax. Confident practical understanding of the demands of the text/performance.

Performance interpretation and communication Confident and developed understanding of genre/style/form with consideration of application and integration of features.

For example – Physical Theatre: narrative explored through movement or use of mime. Confident and developed understanding of social/historical/cultural aspects of performance > understanding of the context

of the performance. Confident and developed understanding of use of performance space and spatial relationships on stage – by considering

actor and audience configuration and the relationships between them.

Characteristics of performance and dramatic works Demonstrates confident knowledge and understanding of the style and form of the production with sustained awareness of the characteristics of the performance. There is confident theoretical understanding of the demands of the performance with consideration of a wide range of features. There is a confident and developed understanding of how mood and atmosphere are created by consideration of pace and dramatic climax. Expression is clear with confident and accurate use of appropriate terminology.

Performance interpretation and communication Demonstrates a confident understanding of the interpretation and communication of the performance with confident and developed understanding of the dramatic aims and intentions. Confident and developed understanding of the genre, style and form of the performance with some clear consideration of the application of the features. There is a developed understanding of the social/historical/cultural aspects of the performance with a clear understanding of the context of the performance. There is a developed understanding of the use of the performance space and spacial relationships on stage by considering actor and audience configuration and the relationships between them.

Good

LOWER C

8

7

6

5

Characteristics of performance and dramatic works Good use of subject specific terminology – for example stage positioning: - upstage (left, right, centre) - downstage (left,

right, centre) - centre stage. Staging configuration: theatre in the round - proscenium arch - thrust stage – traverse - end onstaging – promenade.

Good awareness of the genre – structure – form and style. Good awareness of the creation of mood and atmosphere by considering pace and dramatic climax. Good practical understanding of the demands of the text/performance.

Performance interpretation and communication Good understanding of genre/style/form with consideration of application and integration of features. For example –

Physical Theatre: narrative explored through movement or use of mime. Good understanding of social/historical/cultural aspects of performance > understanding of the context of the performance. Good understanding of use of performance space and spatial relationships on stage – by considering actor and audience

configuration and the relationships between them.

Characteristics of performance and dramatic works Demonstrates some good knowledge and understanding of the style and form of the production with good awareness of the characteristics of the performance. There is good theoretical understanding of the demands of the performance with some consideration of a wide range of features. There is a good understanding of how mood and atmosphere are created by consideration of pace and dramatic climax. Expression is clear with confident and accurate use of appropriate terminology.

Performance interpretation and communication Demonstrates a good understanding of the interpretation and communication of the performance with good understanding of the dramatic aims and intentions. Good understanding of the genre, style and form of the performance with some clear consideration of the application of the features. There is a good understanding of the social/historical/cultural aspects of the performance with a clear understanding of the context of the performance. There is a good understanding of the use of the performance space and spacial relationships on stage by considering actor and audience configuration and the relationships between them.



Band Old

Level GCSE Band

Assessment Focus: Performance Skills Reasonable

UPPER B

6 4

Process of creating Drama (devised and scripted) Reasonable ability to develop their own ideas Reasonable ability to collaborate and compromise with others Developed ability to rehearse – showing some refinement to their work in progress

Performance Skills (devised and scripted) Reasonable ability to commit dialogue to memory for devised performances and /or learn text they are performing for text -based

performances Develop a reasonable ability to interpret and/or create and perform a character as appropriate to the demands of the performance

which at times achieves its dramatic intentions Develop a reasonable range of vocal skills and techniques e.g. clarity of diction – inflection – accent – intonation and phrasing –

pace, pause and timing – projection – pitch – emotional range – song and /or choral speaking Develop a reasonable range of Physical skills and techniques > movement – body language – posture – gait – co-ordination –

stillness – timing – control; facial expressions – eye contact – listening – expression of mood – spatial awareness – interaction with others – dance or choral movement

Develop a reasonable performer/ audience relationship and ensure sustained engagement throughout the performance Students demonstrate reasonable consideration of any health and safety implications.

Process of creating Drama (devised and scripted) I make a clear attempt to develop my own ideas and collaborate with others to communicate meaning. I make a clear attempt to rehearse the work by learning lines, amending and refining the performance.

Performance Skills (devised and scripted) A developed performance which shows some awareness of audience at times. The performance is developed with clear creativity and fulfils the dramatic intentions of the piece. The performance is clear and sustained at times and uses a developed level of theatrical skill.

There is some creative application of a reasonable range of skills and techniques demonstrated which are utilised in a reasonable way. There is a reasonable contribution by the performer to the effectiveness of the piece. This is a reasonably successful realisation of the devised material / script. There is a reasonable personal interpretation of the context of the performance.

Adequate

LOWER B

5 3

Process of creating Drama (devised and scripted) Adequate ability to develop their own ideas Adequate ability to collaborate and compromise with others Adequate ability to rehearse – showing some refinement to their work in progress

Performance Skills (devised and scripted) Adequate ability to commit dialogue to memory for devised performances and /or learn text they are performing for text -based

performances Develop an adequate ability to interpret and/or create and perform a character as appropriate to the demands of the performance

which at times achieves its dramatic intentions Develop an adequate range of vocal skills and techniques e.g. clarity of diction – inflection – accent – intonation and phrasing –

pace, pause and timing – projection – pitch – emotional range – song and /or choral speaking Develop an adequate range of Physical skills and techniques > movement – body language – posture – gait – co-ordination –

stillness – timing – control; facial expressions – eye contact – listening – expression of mood – spatial awareness – interaction with others – dance or choral movement

Develop an adequate performer/ audience relationship and ensure sustained engagement throughout the performance Students demonstrate adequate consideration of any health and safety implications.

Process of creating Drama (devised and scripted) I make an adequate attempt to develop my own ideas and collaborate with others to communicate meaning I make an adequate attempt to rehearse the work by learning lines, amending and refining the performance

Performance Skills (devised and scripted) An adequate performance which shows some awareness of audience at times. The performance is developed with adequate creativity and at times fulfils the dramatic intentions of the piece. The performance is sustained at times and uses an adequate level of theatrical skill.

There is some creative application of an adequate range of skills and techniques demonstrated which are utilised in an adequate way. There is an adequate contribution by the performer to the effectiveness of the piece. This is a reasonably successful realisation of the devised material / script. There is an adequate personal interpretation of the context of the performance.

Band Old

Level GCSE Band

Assessment Focus: Analysis and Evaluation Reasonable

UPPER B

6

5

4

3

Process of analysis and evaluation: Reasonable use of subject specific terminology when analysing the process and the performance. Reasonable ability to analyse personal skills development – using a narrow range of drama techniques or rehearsal methods

to develop theatrical skills. Including; hot seating, freeze frames etc. Reasonable ability to provide some examples to support their analysis using reference to research they have completed and

some practical examples of refinement or rehearsal process. Reasonable ability to analyse and interpret a range of performances in a narrow range of genres and styles giving a

reasonably balanced analysis of decisions made regarding content genre, structure, character, form, style and language andat times considers the application to the overall success of the performance.

Analysis and evaluation of the process and performance: The response demonstrates a reasonable analysis and evaluation of individual performance skills demonstrated in the performance. They demonstrate a reasonable understanding of how to interpret the material (devised or scripted.) A reasonable response which provides some analysis of decisions made in the development process. There is a reasonable analysis of personal contribution to the creation, development and refinement process.

Adequate

LOWER B

6

5

4

3

Process of analysis and evaluation: Reasonable use of subject specific terminology when analysing the process and the performance. Reasonable ability to analyse personal skills development – using a narrow range of drama techniques or rehearsal methods

to develop theatrical skills. Including; hot seating, freeze frames etc. Reasonable ability to provide some examples to support their analysis using reference to research they have completed and

some practical examples of refinement or rehearsal process. Reasonable ability to analyse and interpret a range of performances in a narrow range of genres and styles giving a

reasonably balanced analysis of decisions made regarding content genre, structure, character, form, style and language andat times considers the application to the overall success of the performance.

Analysis and evaluation of the process and performance: The response demonstrates an adequate analysis and evaluation of individual performance skills demonstrated in the performance. They demonstrate an adequate understanding of how to interpret the material (devised or scripted.) An adequate response which provides some brief analysis of decisions made in the development process. There is an adequate analysis of personal contribution to the creation, development and refinement process.



Band Old

Level GCSE Band

Assessment Focus: Knowledge and Understanding of Drama Reasonable

UPPER B

6 4

Characteristics of performance and dramatic works Reasonable use of subject specific terminology. Reasonable awareness of the genre – structure – form and style. Reasonable awareness of the creation of mood and atmosphere by considering pace and dramatic climax. Reasonable practical understanding of the demands of the text/performance.

Performance interpretation and communication Reasonable understanding of genre/style/form with consideration of some features. Reasonable if any understanding of social/historical/cultural aspects of performance. Reasonable understanding of the use of performance space and spatial relationships on stage.

Characteristics of performance and dramatic works Demonstrates some knowledge and understanding of the style and form of the production with reasonable awareness of the characteristics of the performance. There is a reasonable understanding of the demands of the performance with some consideration of a narrow range of features. There is a reasonable understanding of how mood and atmosphere are created by consideration of pace and tension. Expression is reasonably clear with some accurate use of appropriate terminology.

Performance interpretation and communication Demonstrates a reasonable understanding of the interpretation and communication of the performance with reasonable understanding of the dramatic aims or intentions. There is a reasonable understanding of the genre, style and form of the performance with some consideration of the features. There is a reasonable understanding of the social/historical/cultural aspects of the performance with some understanding of the context of the performance. There is a reasonable understanding of the use of the performance space and spacial relationships on stage.

Adequate

LOWER B

5 3

Characteristics of performance and dramatic works Adequate use of subject specific terminology. Adequate awareness of the genre – structure – form and style. Adequate awareness of the creation of mood and atmosphere by considering pace and dramatic climax. Adequate practical understanding of the demands of the text/performance.

Performance interpretation and communication Adequate understanding of genre/style/form with consideration of some features. Adequate if any understanding of social/historical/cultural aspects of performance. Adequate understanding of the use of performance space and spatial relationships on stage.

Characteristics of performance and dramatic works Demonstrates some knowledge and understanding of the style and form of the production with adequate awareness of the characteristics of the performance. There is some understanding of the demands of the performance with some consideration of a very narrow range of features. There is an adequate understanding of how mood and atmosphere are created by consideration of pace and tension. Expression is adequately clear with some accurate use of appropriate terminology.

Performance interpretation and communication Demonstrates an adequate understanding of the interpretation and communication of the performance with adequate understanding of the dramatic aims or intentions. There is an adequate understanding of the genre, style and form of the performance with some consideration of some of the features. There is an adequate understanding of the social/historical/cultural aspects of the performance with some understanding of the context of the performance. There is an adequate understanding of the use of the performance space with some consideration of spacial relationships on stage.



Band Old

Level GCSE Band

Assessment Focus: Performance Skills Limited

A+ 4 2

Process of creating Drama (devised and scripted) Limited ability to develop their own ideas Limited ability to collaborate and compromise with others Some limited ability to rehearse – showing some refinement to their work in progress

Performance Skills (devised and scripted) A limited ability to commit dialogue to memory for devised performances and /or learn text they are performing for text -

based performances Demonstrates a limited ability to create and perform a character as appropriate to the demands of the performance Limited range of vocal skills and techniques e.g. clarity of diction – inflection – accent – intonation and phrasing – pace,

pause and timing – projection – pitch – emotional range – song and /or choral speaking Limited range of Physical skills and techniques > movement – body language – posture – gait – co-ordination – stillness –

timing – control; facial expressions – eye contact – listening – expression of mood – spatial awareness – interaction withothers – dance or choral movement

Limited if any awareness of the performer/ audience relationship

Process of creating Drama (devised and scripted) I make a limited attempt to develop my own ideas and collaborate with others to communicate meaning I make a limited attempt to rehearse the work by refining the performance considering its fluency or blocking

Performance Skills (devised and scripted) A limited performance which shows a limited if any awareness of audience. The performance is developed with limited creativity. The performance uses a limited level of theatrical skill. There is a limited contribution by the performer to the effectiveness of the piece. There is a limited personal interpretation of the context of the performance.

Basic

A- 3 1

Process of creating Drama (devised and scripted) Basic ability to develop their own ideas Basic ability to collaborate and compromise with others Some basic ability to rehearse – showing some very basic refinement to their work in progress

Performance Skills (devised and scripted) A basic ability to commit dialogue to memory for devised performances and /or learn text they are performing for text -

based performances Basic ability to perform a character Basic range of vocal skills and techniques e.g. clarity of diction – inflection – accent – intonation and phrasing – pace, pause

and timing – projection – pitch – emotional range – song and /or choral speaking Basic range of Physical skills and techniques > movement – body language – posture – gait – co-ordination – stillness –

timing – control; facial expressions – eye contact – listening – expression of mood – spatial awareness – interaction withothers – dance or choral movement

Basic if any awareness of the performer/ audience relationship

Process of creating Drama (devised and scripted) I make a basic attempt to develop my own ideas and collaborate with others I make a basic attempt to rehearse the work

Performance Skills (devised and scripted) A basic performance which shows a basic if any awareness of audience. The performance is developed with some basic creativity. The performance uses a basic level of theatrical skill. There is a basic contribution by the performer to the effectiveness of the piece.

Band Old

Level GCSE Band

Assessment Focus: Analysis and Evaluation Limited

A+ 4 2

Process of analysis and evaluation: Limited use of subject specific terminology. Limited ability to analyse personal skills development – using a limited range of drama techniques or rehearsal methods to

develop theatrical skills. Including; hot seating, freeze frames etc. Limited ability to provide some examples to support their analysis using some reference to research they have completed or

practical examples of refinement or rehearsal process. Limited ability to analyse and interpret a range of performances in a limited range of genres and styles giving some

descriptions of decisions made and at times considers the application to the overall success of the performance.

Analysis and evaluation of the process and performance: The response demonstrates a limited analysis and evaluation of individual performance skills demonstrated in the performance. They demonstrate a limited understanding of how to interpret of the material (devised or scripted.) A limited response which provides some limited analysis of decisions made in the development process. There is generally limited analysis of personal contribution to the creation, development and refinement process.

Basic

A- 3 1

Process of analysis and evaluation: Very basic if any use of subject specific terminology. Basic ability to analyse personal skills development – using a basic range of drama techniques or rehearsal methods to

develop theatrical skills. Including; hot seating, freeze frames etc. Basic ability to provide some narrow examples to support their analysis which may use some research they have completed

or practical examples of refinement or rehearsal process. Basic ability to analyse and interpret performances giving some descriptions of decisions made and at times considers

overall success of the performance.

Analysis and evaluation of the process and performance: The response demonstrates an underdeveloped analysis and basic evaluation of individual performance skills demonstrated in the performance. They demonstrate a basic understanding of how to interpret the material (devised or scripted.) A basic response which provides some very basic analysis of decisions made in the development process. There is a basic if any analysis of personal contribution to the creation, development and refinement process.



Band Old

Level GCSE Band

Assessment Focus: Knowledge and Understanding of Drama Limited

A+ 4 2

Characteristics of performance and dramatic works Limited use of subject specific terminology. Limited awareness of the genre – structure – form and style. Limited awareness of the creation of mood and atmosphere by considering pace and dramatic climax. Limited practical understanding of the demands of the text/performance.

Performance interpretation and communication Limited understanding of genre/style/form with consideration of some features. Limited if any understanding of social/historical/cultural aspects of performance. Limited understanding of the use of performance space and spatial relationships on stage.

Characteristics of performance and dramatic works Demonstrates a limited knowledge and understanding of the style and form of the production with a limited awareness of the characteristics of the performance. There is a limited understanding of the demands of the performance or how mood and atmosphere are created. Expression is limited with some use of appropriate terminology.

Performance interpretation and communication Demonstrates a limited understanding of the interpretation and communication of the performance with some limited understanding of the dramatic aims and intentions. Some limited understanding of the genre, style and form of the performance. There is a limited understanding of the social/historical/cultural aspects of the performance. There is a limited understanding of the use of the performance space.

Basic

A- 3 1

Characteristics of performance and dramatic works Basic if any use of subject specific terminology. Basic awareness of the genre – structure – form and style. Basic awareness of the creation of mood and atmosphere by considering pace and dramatic climax. Basic practical understanding of the demands of the text/performance.

Performance interpretation and communication Basic understanding of genre/style/form with consideration of some features. Basic if any understanding of social/historical/cultural aspects of performance. Basic understanding of the use of performance space and spatial relationships on stage.

Characteristics of performance and dramatic works Demonstrates a basic knowledge and understanding of the style and form of the production with basic awareness of the characteristics of the performance. There is some basic understanding of the demands of the performance or how mood and atmosphere are created. Expression is basic with very little if any use of appropriate terminology.

Performance interpretation and communication Demonstrates a basic understanding of the interpretation and communication of the performance with some basic understanding of the dramatic aims and intentions. Some basic understanding of the genre, style and form of the performance. There is a basic understanding of the social/historical/cultural aspects of the performance. There is a basic understanding of the use of the performance space.


the lancashire assessment programme – secondary performing … · 2018-11-15 · the lancashire...

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