Theatre Performance includes four compulsory units of study: Skills - Advancement of Acting/Dramatic Skills and Stagecraft Skills, Ensemble Performance, Solo Performance and Live Theatre Performances
External assessment is comprised of a practical performance and folio. This course may lead to further study of acting at a tertiary level.
On successful completion of this course, learners will be able to:
Learners undertaking this course must possess competent acting/dramatic skills – see Course Content Area 1: Skills – Advancement of Acting/Dramatic Skills, and Stagecraft Skills for more details. It is highly recommended that students have completed Drama Level 3 before undertaking Theatre Performance.
Due to the significance placed on ensemble work a minimum of three (3) learners is required for a provider to offer this course. A group of at least three (3) candidates is required for external examination purposes.
Drama Level 3 serves as a pathway course to Theatre Performance Level 3.
The study of Theatre Performance is relevant to learners who wish to pursue further study at tertiary level, in vocational educational training settings or to pursue industry or community related pathways.
Providers of this course will need equipment, materials and a suitable space to carry out the practical components of the course effectively and safely. Learners must attend at least three (3) different live theatre performances. These will be live, not recordings of video/filmed performances. At least two (2) of the three live theatre performances will not be school/college productions.
The two assessment ensemble performances must be public events (i.e. members of the general public may view the works). The external assessment ensemble performance must be delivered in a theatre setting.
This course has a complexity level of 3.
At Level 3, the learner is expected to acquire a combination of theoretical and/or technical and factual knowledge and skills and use judgement when varying procedures to deal with unusual or unexpected aspects that may arise. Some skills in organising self and others are expected. Level 3 is a standard suitable to prepare learners for further study at tertiary level. VET competencies at this level are often those characteristic of an AQF Certificate III.
This course has a size value of 15.
This course is designed to provide learners with practical and creative opportunities to acquire skills, knowledge, understanding and experience of theatre. The course encompasses a comprehensive programme of theatre performance.
Working individually and as a member of a theatrical ensemble, learners present polished performances and dramatic monologues to a variety of audiences. Vocal skills are developed and learners explore a range of texts and dramatic techniques. Through class and personal research work, learners study the contexts (the time, place and culture) of play scripts, as well as their language and theatrical possibilities. Live theatre performances are attended and critically analysed, with emphasis placed on the observation of individual acting performances in theatrical contexts.
Within the context of these various studies learners are expected to operate as much as possible like members of a theatre company, while teachers operate much like directors. Theatre Performance builds on the learning in and the acquisition of performance skills in Drama Level 3, requires more self-sufficiency and self-direction of the learner, and emulates the professional realm of the actor.
There are four compulsory areas of study in Theatre Performance:
These areas may be delivered and assessed as either discrete areas or concurrently. The sequence for delivery is not mandated.
Area 1: Skills – Advancement of Acting/Dramatic Skills, and Stagecraft Skills
1.1: Advancement of the learner’s pre-acquired competency in acting/dramatic skills in the areas of:
Key Learning:
1.2: Stagecraft skills:
Learners will develop and refine stagecraft skills in the areas of:
Key Learning:
Area 2: Ensemble Performance
Learning in this area will address the following requirements and contexts:
Key Learning:
*'Style' may be interpreted as how the theatre/drama is done (such as naturalism, realism, expressionism, absurdity, modernism, classical).
'Genre' may be interpreted as the kind or sort of theatre/drama (comedy, courtroom drama, tragedy, historical, satirical, docudrama).
Area 3: Solo Performance
Learning in this area will address the following work requirements:
Key Learning:
Area 4: Live Theatre Performances Analysis
Learning in this area will address the following requirements and contexts:
Key Learning:
Observation, identification, discussion, analysis, research, and reflection skills in relation to: own work; the work of others; and personal theatre experiences, including:
In addition to work requirements noted above, learners will undertake reflective writing about their class work, performances and theatrical experiences outside the classroom. Thinking and writing reflectively about own learning is invaluable in the development of skills required for successful outcomes for Criteria 5, 6 & 7. The reflective writing may take the form of any or all of the following: formal written reflections; anecdotal notes; journal entries; and recorded reflections.
This reflective writing is separate to and distinct from the noted Individual Reflective Studies.
GENERAL WORK EXPECTATIONS
This course requires a class of learners to operate as much like a theatre company as possible and undertake and fulfil the roles of actors working within a company. Individual learners must be aware that such roles involve expectations that they will:
In addition to any penalties a provider may choose to impose on an individual who fails to meet these expectations, learners must be aware that failure to meet these expectations will have adverse effects on their assessment outcomes. For example, a learner who has not memorised lines may be penalised for this in the assessment of Criteria 3 & 4. A learner who does not know and understand their blocking and other elements of stagecraft in an assessed performance may be penalised for this in the assessment of Criterion 2. A learner who arrives late, unprepared or who fails to appear may be penalised for this in the assessment of Criterion 4 as they have failed to support the theatrical ensemble.
Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.
The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.
A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.
A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.
Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.
Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.
TASC will supervise the external assessment of designated criteria which will be indicated by an asterisk (*). The ratings obtained from the external assessments will be used in addition to internal ratings from the provider to determine the final award.
The following processes will be facilitated by TASC to ensure there is:
Process – TASC gives course providers feedback about any systematic differences in the relationship of their internal and external assessments and, where appropriate, seeks further evidence through audit and requires corrective action in the future.
The externally assessed criteria for this course are: 1, 2, 3 & 7.
External assessment of the monologue and theatrical production will be used to assess criteria 1, 2, & 3.
Theatrical Production: this will be a polished performance outcome in the form of a short season. The text used will be a published play script. While these may be cut (for example, for the purpose of timing or availability of characters) they will not be improvised or learner-devised texts.
Monologue: learners will perform a monologue selected from a published play. It will convey characterisation different from self.
The External assessed Individual Reflective Study will be used to assess criterion 7.
Individual Reflective Study (IRS): The externally assessed Individual Reflective Study is separate to, and distinct from, any Individual Reflective Studies or other forms of written reflections completed for internal assessment.
For further information see the current external assessment specifications and guidelines for this course available in the Supporting Documents below.
The assessment for Theatre Performance Level 3 will be based on the degree to which the learner can:
* = denotes criteria that are both internally and externally assessed
This criterion is both internally and externally assessed.
The learner:
Rating A | Rating B | Rating C |
---|---|---|
projects and adjusts voice* appropriate to performance space and in a way that engages the audience | projects and adjusts voice* appropriate to performance space | projects voice* appropriate to performance space |
performs with full vocal control of modulation and articulation | performs with clear, well articulated and modulated voice, with all sounds discernible | performs with clear voice and well articulated vocal patterns that assist communication |
uses pitch to indicate a variety of moods and emotional range in character development | uses pitch to indicate mood and emotional range in character development | uses pitch to indicate some mood and emotion in character development |
with sensitivity to the text, uses pace to convey aspects of character and relationships | uses variety in vocal pace to enhance character portrayal | uses pace to convey aspects of character appropriate to the text |
interprets and communicates authorial intention | communicates authorial intention | communicates text meaning |
uses and sustains appropriate accent and tone to support and enhance characterisation and fitting the style of production | uses and sustains accent and tone appropriate to character and fitting the style of production | uses tone and accent appropriate to character and style of production |
controls and manipulates breath in performance to enhance delivery of text. | uses breath support in performance to enhance delivery of text. | uses adequate breath support in performance. |
These standard elements refer to vocal skills such as:
* Project voice (projection) implies safe delivery of the voice through good diaphragmatic breathing.
This criterion is both internally and externally assessed.
The learner:
Rating A | Rating B | Rating C |
---|---|---|
effectively uses all appropriate stagecraft elements to convey character, dramatic intention and context to audience | appropriately uses a range of stagecraft elements to convey character, dramatic intention and context to audience | uses stagecraft elements as directed to convey character, dramatic intention and context to audience |
effectively uses production elements – including set, properties, lighting, costume and sound – to enhance and support text and dramatic interpretation | appropriately uses production elements – including set, properties, lighting, costume and sound – to support text and dramatic interpretation | uses production elements – including set, properties, lighting, costume and sound – to support text and dramatic interpretation |
while sustaining character, manages unexpected changes on stage without loss of focus | copes with unexpected change on stage without loss of focus | copes with minor unexpected changes on stage without loss of focus |
responds appropriately and sensitively to audience reactions and adapts performance to suit reactions | responds appropriately and sensitively to audience reactions | responds appropriately to audience reactions |
sustains focus, control and concentration, and appropriately varies levels of energy for the duration of a performance | sustains focus, control and concentration, and appropriate levels of energy for the duration of a performance | sustains focus, control and concentration, and appropriate levels of energy in performance |
responds appropriately to cues and reacts appropriately and generously to other performers on stage. | responds appropriately to cues and reacts to other performers on stage. | responds appropriately to cues. |
Theatrical Production Elements:
Stagecraft Elements include, but are not limited to: spatial awareness of self and others in performance; listening to others in performance; use of eye contact; audience awareness; solving of unexpected problems in performance; management of personal properties; costume; and set items.
Production Elements include, but are not limited to: lighting; sound and music; set; properties; costume; makeup; and AV design.
This criterion is both internally and externally assessed.
The learner:
Rating A | Rating B | Rating C |
---|---|---|
presents fully developed, credible characters with differing physical, social and emotional characteristics | presents a range of credible characters | presents characters of different age, context and physical mannerisms to self |
uses voice, physicalisation and personality traits of characters to communicate motivations, sub-text and context | uses verbal and non-verbal clues to communicate sub-text and any inner monologue of characters | reveals the basic motivations of characters through presentation |
accurately delivers memorised dramatic works from a range of styles | accurately delivers memorised dramatic works from a range of styles with minimal inaccuracy | delivers memorised dramatic works from a range of styles with minimal inaccuracy and/or prompts |
uses performance space with effective artistic consideration of the context of the performed piece | uses performance space with artistic consideration of the context of the performed piece | uses performance space with some artistic consideration of the context of the performed piece |
sustains characters and adjusts dramatic energy appropriately to the context throughout the performance. | sustains and varies the energy of characters on stage. | sustains characters on stage. |
The learner undertakes the role of actor in a manner appropriate to a theatre company.
The learner:Rating A | Rating B | Rating C |
---|---|---|
initiates planning and facilitates collaborative processes to achieve polishing of group work | initiates planning and polishing of group work | contributes a variety of ideas, processes and outcomes to develop a piece of work |
cooperates with the director, supports members of the ensemble and contributes to the development of the ensemble | cooperates with the director and supports members of the ensemble | cooperates with the director and members of the ensemble |
responds appropriately to directorial advice and uses direction to develop and enhance own performances. The learner facilitates collaborative processes to achieve effective ensemble outcomes. | responds appropriately to directorial advice and uses direction to enhance own performances. The learner contributes some solutions to achieve positive ensemble outcomes. | responds appropriately to directorial advice and modifies own actions to achieve ensemble outcomes |
accurately delivers memorised dramatic works from a range of styles | accurately delivers memorised dramatic works from a range of styles with minimal inaccuracy | delivers memorised dramatic works from a range of styles with minimal inaccuracy and/or prompts |
anticipates, identifies and solves problems and issues in rehearsal and performance | identifies and solves problems and issues in rehearsal and performance | solves minor problems and issues in rehearsal and performance |
follows theatre workplace safety requirements and procedures. The learner correctly identifies and appropriately reacts to potential hazards in a theatre environment. | follows theatre workplace safety requirements and procedures. The learner correctly identifies and appropriately reacts to potential hazards in a theatre environment. | follows theatre workplace safety requirements and procedures. The learner correctly identifies and appropriately reacts to potential hazards in a theatre environment. |
The learner undertakes research about theatrical practice, styles and genres, and the historical and cultural contexts of selected plays.
The learner:Rating A | Rating B | Rating C |
---|---|---|
identifies and uses an extensive range* of appropriate sources that are relevant to the dramatic inquiry | identifies and uses a range* of appropriate sources that are relevant to the dramatic inquiry | identifies and uses some appropriate sources that are relevant to the dramatic inquiry |
evaluates how own research has informed personal dramatic practice and the development of performance | analyses how own research has informed personal dramatic practice | describes how own research has informed personal dramatic practice |
clearly communicates meaning using an appropriate format and addressing all aspects of required task characteristics** with a high degree of accuracy | clearly communicates meaning using an appropriate format and addressing all aspects of required task characteristics** | communicates meaning using an appropriate format and addressing most aspects of required task characteristics** |
makes appropriate and comprehensive connections between theory and performance practice | makes appropriate connections between theory and performance practice | makes some connections between theory and performance practice |
analyses the way historical and cultural context, and style and genre has influenced the playwright, the dramatic work and its characters | discusses the influence of historical and cultural context, and style and genre on one or more characters in a dramatic work | correctly identifies historical and cultural context of a dramatic work, and its style and genre |
clearly identifies information, images, ideas and words of others used in the learner’s work | clearly identifies information, images, ideas and words of others used in the learner’s work | differentiates information, images, ideas and words of others from the learner’s own |
clearly identifies sources of the information, images, ideas and words that are not the learner’s own. Referencing conventions and methodologies are followed with a high degree of accuracy. | clearly identifies sources of the information, images, ideas and words that are not the learner’s own. Referencing conventions and methodologies are followed correctly. | identifies the sources of information, images, ideas and words that are not the learner’s own. Referencing conventions and methodologies are generally followed correctly. |
creates appropriate, well structured reference lists/bibliographies. | creates appropriate, structured reference lists/bibliographies. | creates appropriate reference lists/bibliographies. |
* ‘range’ has dimensions of scope (how many sources), media (books, magazines, TV, internet, interviews) and type (primary or secondary)
** ‘required characteristics’ may include: format requirements (oral, written, demonstrated, pictorial); word limits; and presentation requirements
The learner:
Rating A | Rating B | Rating C |
---|---|---|
evaluates the degree to which a wide range of performance techniques were successful, and provides valid, informed and justified opinions | critically assesses the degree to which a range of performance techniques were successful, and provides justification for opinions | assesses the degree to which performance techniques were successful, and provides some justification for opinions |
critically appraises theatre as a performance art with reference to a wide range of appropriate dramatic elements, and the historical and cultural context, genre and style of the work | analyses theatre as a performance art with reference to a range of appropriate dramatic elements, and the historical and cultural context, genre and style of the work | discusses theatre as a performance art with reference to some dramatic elements, and the historical and cultural context, genre and style of the work |
uses appropriate theatrical terminology and language to critically evaluate the effectiveness of acting performances | uses appropriate theatrical terminology and language to review the effectiveness of acting performances | uses some appropriate theatrical terminology in reviewing the effectiveness of acting performances |
communicates ideas using clear, controlled and precise language, accurately using grammatical conventions, punctuation and spelling. | communicates ideas using clear and controlled language, accurately using grammatical conventions, punctuation and spelling. | communicates ideas using clear and controlled language, and using grammatical conventions, punctuation and spelling to achieve clarity. |
Learners will use a range of means to share and express their opinions and observations, which may include: written formal critiques; anecdotal notes; forum discussion; one-on-one interviews; recorded analysis; presentations to peers; and reflective journal entries.
This criterion is both internally and externally assessed.
The learner:
Rating A | Rating B | Rating C |
---|---|---|
describes features of own use of dramatic and performance techniques, and critically analyses effectiveness of their contribution to the performance ensemble | describes features of own use of dramatic and performance techniques, and analyses effectiveness of their contribution to the performance ensemble | describes features of own use of dramatic and performance techniques, comparing and contrasting them with techniques of others |
critically analyses how and why dramatic and performance techniques of others have been used/borrowed, rejected or modified in own performance work | analyses how and why dramatic and performance techniques of others have been used/borrowed in own performance work | identifies and describes how dramatic and performance techniques of others have been used/borrowed in own performance work |
correctly uses a wide range of specialist terms and dramatic concepts when critically appraising the performances of self and others | correctly uses a range of specialist terms and dramatic concepts when appraising the performances of self and others | correctly uses a limited range of specialist terms and dramatic concepts when describing the performances of self and others |
evaluates feedback from others and its relevance, and modifies own performance practice to effectively address relevant issues | analyses feedback from others and its relevance, and modifies own performance practice to address relevant issues | modifies own performance practice in response to feedback from others |
critically analyses and evaluates the theatrical process from script to performance, and own contribution to the process | analyses the theatrical process from script to performance | describes the theatrical process from script to performance |
communicates ideas using clear, controlled and precise language, accurately using grammatical conventions, punctuation and spelling | communicates ideas using clear and controlled language, accurately using grammatical conventions, punctuation and spelling | communicates ideas using clear and controlled language, and using grammatical conventions, punctuation and spelling to achieve clarity |
clearly identifies information, images, ideas and words of others used in the learner’s work | clearly identifies information, images, ideas and words of others used in the learner’s work | differentiates information, images, ideas and words of others from the learner’s own |
clearly identifies sources of the information, images, ideas and words that are not the learner’s own. Referencing conventions and methodologies are followed with a high degree of accuracy. | clearly identifies sources of the information, images, ideas and words that are not the learner’s own. Referencing conventions and methodologies are followed correctly. | identifies the sources of information, images, ideas and words that are not the learner’s own. Referencing conventions and methodologies are generally followed correctly. |
creates appropriate, well structured reference lists/bibliographies. | creates appropriate, structured reference lists/bibliographies. | creates appropriate reference lists/bibliographies. |
Note: the last three standard elements given here allows external assessment of the application of academic integrity principles and referencing (citation) skills in the Individual Reflective Study.
Theatre Performance Level 3 (with the award of):
EXCEPTIONAL ACHIEVEMENT
HIGH ACHIEVEMENT
COMMENDABLE ACHIEVEMENT
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT
The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 11 ratings (7 from the internal assessment, 4 from the external assessment).
The minimum requirement for an award in Theatre Performance Level 3 are as follows:
EXCEPTIONAL ACHIEVEMENT (EA)
10 ‘A’ ratings, 1 ‘B’ rating (with 3 ‘A’ ratings and 1 ‘B’ rating in the external assessment)
HIGH ACHIEVEMENT (HA)
4 ‘A’ ratings, 5 ‘B’ ratings, 2 ‘C’ ratings (with 1 ‘A’ rating, 2 ‘B’ ratings and 1 ‘C’ rating in the external assessment)
COMMENDABLE ACHIEVEMENT (CA)
6 ‘B’ ratings, 4 ‘C’ ratings (with 2 ‘B’ ratings and 1 ‘C’ rating in the external assessment)
SATISFACTORY ACHIEVEMENT (SA)
9 ‘C’ ratings (3 ‘C’ ratings in the external assessment)
PRELIMINARY ACHIEVEMENT (PA)
5 ‘C’ ratings
A learner who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.
The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.
In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.
Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration.
Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.
A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.
The accreditation period for this course is from 1 January 2020 to 31 December 2022.
During the accreditation period required amendments can be considered via established processes.
Should outcomes of the Years 9-12 Review process find this course unsuitable for inclusion in the Tasmanian senior secondary curriculum, its accreditation may be cancelled. Any such cancellation would not occur during an academic year.