Theatre Performance

Theatre Performance Level 3 gives learners practical opportunities to build and improve their acting skills through a broad program of theatre studies. Working both on their own and in a group, learners create and present polished performances and monologues for different audiences. The course focuses on developing vocal techniques, interpreting texts for performance, and understanding theatre in its time, place, language, and culture. Learners also analyse live theatre, with a focus on individual acting performances. 

Theatre Performance includes four compulsory units of study:

• Skills – Advancement of Acting and Stagecraft Skills
• Ensemble Performance
• Solo Performance
•  Live Theatre Performances.

 Theatre Performance Level 3 extends the skills learned in Drama Level 3, encouraging greater independence, creativity, and commitment to acting and performance. External assessment for this course includes both practical performances and a folio. This course may lead to further study of acting at a tertiary level.

Professional Studies

Courses aligned to the Years 9 to 12 Curriculum Framework belong to one of the five focus areas of Discipline-based Study, Transdisciplinary Projects, Professional Studies, Work-based Learning and Personal Futures.

Theatre Performance Level 3 is a Professional Studies course.

Professional Studies bridges academic courses and career-related study to provide learners with a combination of academic and practical knowledge, skills and understanding to pursue a particular pathway of interest. Courses integrate exposure to professional environments, processes and practice through inquiry-based learning. Professional Studies reflect professional processes and standards and provide learners with an equivalent experience to that of someone working within that profession. Professional Studies courses enhance learners’ cognitive capacity, efficacy, creativity and craftsmanship in readiness for higher education, internships, apprenticeships, or work in a designated field of interest. Professional Studies courses connect with recognised professional study pathways and contextually align with key Tasmanian industry sectors.

Professional Studies courses have three key features that guide teaching and learning:

• exposure to professional practice
• ideation, research, discovery and integrated learning
• production and sharing replicating a professional paradigm.

Figure 1: Professional Studies diagram (developed by the Department for Education, Children and Young People)

In this course, learners will do this by:

working as members of a functioning theatre company within an ensemble-based structure that reflects professional practice. They will collaborate, rehearse, and perform under conditions that emulate those of the professional actor. Teachers will take on the role of directors, guiding learners through creative and rehearsal processes aligned with industry expectations and artistic standards.

Theatre is the presentation of human behaviours, psychology and culture through the intersection of text, bodies, time and space. Theatre Performance develops and enhances a learner’s analytical, evaluative and critical thinking and problem-solving skills. Through study and practice in theatrical analysis and research, play script interpretation and engagement in theatrical production processes, learners develop their acting, aesthetic, interpretive and communication skills, and their understanding of culture and society. Learners develop and apply stagecraft knowledge, acting methodologies and skills. They select and use technology suited to the planning and completion of acting work, and interpret play scripts through engagement in the production process. Learners develop an understanding of themselves as theatre practitioners, and an appreciation of theatre, the craft of acting and its significance as an art form.

On successful completion of this course, learners will be able to:

1. use a range of vocal techniques to create character, applying physical and expressive skills to develop and enhance performance
2. use stagecraft and theatrical production elements in polished performances, while demonstrating awareness of safe practices in the theatre environment
3. perform and sustain a range of credible characters, incorporating research and rehearsal strategies to inform choices and enhance believability
4. work as a member of a theatrical ensemble to achieve performance outcomes, demonstrating planning, collaboration and adherence to safety protocols
5. communicate information about theatrical practice, including styles, genres, and their historical and cultural contexts, using accurate terminology and appropriate referencing
6. review acting performances in theatrical productions, using theatrical language to analyse effectiveness
7. appraise own dramatic and performance techniques through critical reflection and evaluative processes to support ongoing development.

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 to Theatre Performance Level 3. Learners who complete Theatre Performance Level 3 may continue their studies at university, in vocational education and training, or through opportunities in the arts, industry, or community settings. The course supports the development of transferable skills such as communication, empathy, collaboration, creativity, and problem-solving. These skills are highly valued across a wide range of professions not only in the performing arts, but also in many other careers, including education, social work, business, and media.

The general capabilities addressed specifically in this course are:

• Critical and creative thinking
• Literacy
• Personal and social capability.

The cross-curriculum priorities enabled through this course are:

• Aboriginal and Torres Strait Islander histories and cultures
• Asia and Australia’s engagement with Asia
• Sustainability.

This course has a complexity level of 3.

For a full description of courses at a complexity level of 3, please refer to the Levels of Complexity - Tasmanian Senior Secondary Education document on the TASC website.

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. Competent self-management skills and capacity to meet deadlines is 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. Upon successful completion of this course (i.e., a Preliminary Achievement (PA) award or higher), a learner will gain 15 credit points at Level 3 towards the Participation Standard of the Tasmanian Certificate of Education (TCE).

 

There are four compulsory areas of study in Theatre Performance:

1. Skills – Advancement of Acting/Dramatic Skills, and Stagecraft Skills
2. Ensemble Performance
3. Solo Performance
4. Live Theatre Analysis.

These areas may be delivered and assessed as either discrete areas or concurrently. The sequence for delivery is not mandated.

There is no prescribed order for delivery. These four areas may be delivered and assessed as either discrete areas or concurrently.

Learners undertaking this course must possess competent acting skills. It is highly recommended that learners have completed Drama Level 3 before undertaking Theatre Performance. See Course Content Area 1: Skills – Advancement of Acting and Stagecraft Skills for more details.

Due to the significance placed on ensemble work, a minimum of three (3) learners are required for a provider to offer this course. A group of at least three (3) candidates is required for external examination purposes.

Resource requirements

This course requires access to:

• appropriate equipment, materials, and facilities to effectively and safely deliver the practical components of the course. This includes:
• a suitable and safe space for movement and theatre performance activities, free from potentially hazardous obstacles. The space must be adequately sized and well-ventilated to accommodate individuals, small groups, and whole-class work
• audio equipment to support rehearsals and performances
• technology for the viewing of recorded theatre performances to support analysis and discussion.

Area 1: Skills – Advancement of Acting Skills, and Stagecraft Skills

1.1: Advancement of the learner’s pre-acquired competency in acting skills in the areas of:

• voice and physical characterisation
• ensemble performance
• acting vocabulary
• text interpretation
• impromptu exercises (such skills aid solving problems on stage).

Key Learning:

• voice: the selection and manipulation of aspects of vocal technique as a means of interpretation and communication for a range of purposes and effects
• movement: the development and use of movement skills in developing and refining physicalisation of character and character relationships
• improvisation: the use of improvisation for a variety of purposes including exploration of character, text and sub-text
• role: the development of character using credible emotional context, dialogue, timing and physicalisation in the role throughout the drama
• ensemble: the ability to participate generously as a member of an ensemble, with sensitivity to the needs of the ensemble in performance, and with audience awareness.

 

1.2: Stagecraft skills:

Learners will develop and refine stagecraft skills in the areas of:

• spatial awareness of self and others in performances
• listening to others in performance
• appropriate use of eye contact
• audience awareness
• solving unexpected problems in performances
• management of personal props, costume and set items
• identifying and appropriately reacting to potential hazards in a theatre environment
• applying work-safe principles and practices in a theatre environment.

Key Learning:

• Spatial awareness: an awareness and understanding of self and others within a theatrical performance space, the use and manipulation of space to convey relationships, mood and location on stage
• Listening to others in performance: the ability to engage with other performers on stage by actively listening and responding appropriately to both spoken text and action
• Appropriate use of eye contact in performance: the ability to sustain eye contact with other performers to communicate relationships, show appropriate response to the action and enhance the dramatic intention of a scene
• Audience awareness: the ability to engage with the audience if required by the genre of theatre being performed, modify timing of speech or action in response to audience reaction, and avoid being distracted by the audience
• Solving problems: the development and use of improvisation skills to solve unexpected problems in performance in order to sustain the flow of the performance. Unexpected problems might include: missed lines of text; missing prop items; and/or unexpected technical problems
• Management of personal props, costumes and set items: the development of skills to manage items required for own performance, and those important to the dramatic intention of the scene
• Potential hazards: identify and appropriately react to potential hazards in the theatre environment (e.g. reporting ‘sharps’ or trip hazards, electrical malfunctions, spilled liquids)
• Work-safe principles: appropriately applying work-safe principles practices and procedures in a theatre environment (e.g. following stage manager or teacher directions in regard to safety issues, following safety procedures in regard to theatre equipment, prompt reporting of hazards, fire drills, keeping areas clean, care of props, costumes)
• Theatre etiquette: being punctual to rehearsals, being ready for cues, being respectful of others performing, being quiet backstage, following directions on stage, being respectful of others’ personal property, costumes and props, being respectful of the theatrical environment on stage and backstage, bringing required materials to class, responding promptly to requests and directions from stage manager, director and or teacher.

 

Area 2: Ensemble Performance

Learning in this area will address the following requirements and contexts:

• it will involve rehearsal and public performance within a theatre environment of two class productions
• texts used for the two productions delivered as public performances will be published play scripts. 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. It is acceptable to present two (or even three) short plays, or a compilation performance of scenes from different plays all, for example, by the same author, or all linked in some other way. The important feature is that each production is a single performance and that it operates as part of a public performance season.
• productions will have a polished performance outcome in the form of a short season each
• the teacher will undertake the role of director for the purposes of staging a production for assessment
• the class will operate as much like a theatre company as possible and undertake and fulfil the roles of the actors working within a company
• the teacher – as director – will support learner’s understanding of relevant production design decisions
• learners will undertake individual research in relation to the production, and their assigned character(s).

Key Learning:

• The development of characterisation through research, analysis, evaluation and reflection during the rehearsal process including:
  • the individual’s role within the context of the wider production
  • relevant historical, cultural, genre, style and thematic contexts
  • physical and vocal techniques appropriate to character
  • intellectual understanding of motivation and intention of character within a production
  • contribution of costume and personal properties to the development of role.
• Understanding and responding to direction during rehearsal and performance of ensemble work, including:
  • the role of a director in the development of theatrical productions
  • the relationship between actor and director in the development of theatrical works
  • relevant research related to directing practice and theory
  • initiation of stagecraft and problem solving ideas in the context of ensemble performances.
• The presentation of polished theatrical performance works to an appropriate audience, involving:
  • accurately memorised text (methods and strategies)
  • well-prepared and confident presentation to audiences of own dramatic role within the context of the ensemble
  • well-prepared and confident participation in ensemble dramatic presentations
  • control of performance techniques to sustain belief for a variety of audiences in conventional, found or improvised performance spaces
  • understanding of appropriate audience/performer dynamics.
• Use skills, techniques and processes to explore and communicate ideas in a drama text, including:
  • manipulation of text and sub-text to interpret and communicate a particular intention
  • recognition and work within different styles and genres^∆
  • exploration of ways of communicating meaning through the manipulation of appropriate elements of stagecraft
  • development of skills in ensemble playing with sensitivity to the needs of the drama.
• Reflection and comment on personal theatre experiences, including:
  • recording and reflecting on the processes and outcomes of theatrical tasks
  • identifying, commenting on, analysing and evaluating aspects of theatre experiences and tasks in a formal, written format
  • documentation of the processes involved in creating, making and presenting theatre
  • completion of two Individual Reflective Studies (IRS) based on the two productions delivered as public performances.
• Research, identification, exploration, discussion and evaluation of theatre – with a focus on acting – from different historical settings and social contexts, including:
  • the characteristics of significant theatre styles/genres (for example, Absurdism, Elizabethan, Realism, Greek, Epic), and their historical settings and social context
  • ways theatre can change, shape and be influenced by past and present contexts
  • appropriate style/genre for a specific production
  • the principles of academic integrity and related skills such as referencing/citation.

^∆'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, verbatim, docudrama).

 

Area 3: Solo Performance

Learning in this area will address the following work requirements:

• learners will develop and perform at least two (2) polished 3-5 minute monologues
  • while only two (2) monologues are required for internal assessment, students may prepare a third for the external examination if their earlier pieces are not deemed suitable.
• the monologues will be selected from published play texts
• monologues will convey authorial intent, mood and sustained characterisation different from self
• the monologues will be drawn from a range of styles, genres, and historical and social contexts
• learners will write succinct analyses and plans for their monologue performances. These will address issues including the context of their monologues (the theatre style and genre, and the historical and social context of the plays from which the monologues were sourced), and relevant research about the playwright.

Key Learning:

• The development of characterisation through research, analysis and reflection during the rehearsal process including:
  • relevant historical, cultural, genre or thematic contexts
  • physical and vocal techniques appropriate to character
  • intellectual understanding of motivation and intention of character within a production
  • contribution of costume and personal properties to the development of role.
• Understanding and responding to direction during rehearsal and solo performance, including:
  • the role of a director
  • relationship between actor and director
  • relevant research related to directing practice and theory
  • initiation of stagecraft and problem solving ideas in the context of solo performances.
• Using skills, techniques and processes to explore and communicate ideas in a drama form to an appropriate audience, including:
  • manipulation of text and sub-text to interpret and communicate particular intention
  • recognise and work within the characteristics of different styles and genres
  • exploration of ways to communicating meaning through the manipulation of appropriate elements of stagecraft
  • accurately memorised text
  • well-prepared and confident presentation of individual work to audiences
  • control of performance techniques to sustain belief for a variety of audiences in conventional, found or improvised performance spaces
  • understanding of audience/performer dynamics.
• Reflection and comment on personal theatre and acting experiences, including:
  • recording and reflecting on the processes and outcomes of theatrical tasks
  • identify, comment on, analyse and evaluate aspects of theatre experiences and tasks in a formal, written format
  • documentation of the processes involved in creating, making and presenting theatrical tasks
  • completion of monologue analyses and plans (one of which will form the monologue component of the Individual Reflective Studies (IRS) used for external assessment).

 

Area 4: Live Theatre Analysis

Learning in this area will address the following requirements and contexts:

• class and individual excursions to live theatre productions (at least two (2) different live performances)
• viewing of the works of peers
• class discussions focusing on acting performances and direction
• verbal and written analysis of a range of acting performances (learner, amateur and professional)
• verbal and written analysis of acting performances from at least two (2) live theatre productions, with focus on the context of style and genre of works
• directorial interpretation of text and characters.

Key Learning:

Observation, identification, discussion, analysis, research, and reflection skills in relation to own work; the work of others; and personal theatre experiences, including:

• critical examination of meanings and values associated with particular theatre experiences
• identification and discussion of artistic choices in practice, and their relationships with the style and genre of the work
• placement of discussions in the wider context of theatre as an art form
• analysis of other performers and acting performances, and how this can inform the development of own skills and theatre works
• identify, discuss and analyse theatre experiences and tasks in both oral and written form (including formal, written format)
• record and reflect on processes and outcomes of theatrical tasks
• document processes involved in creating, making and presenting theatre.

In addition to work requirements noted above, learners undertake reflective writing about their class work, performances and theatrical experiences outside the classroom. Thinking and writing reflectively about learning is invaluable in the development of skills required for successful outcomes for Criteria 5, 6 and 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. It is recommended that the reflective writing be focused on the ensemble and the solo acting work that form part of the external assessment requirements.

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:

• complete necessary tasks in preparation for rehearsals/performances (e.g. memorising lines, learning blocking)
• take responsibility for ensuring that they know and understand rehearsal rosters/performance calls, and plan for attendance (e.g. with part-time employer, in regard to transport) and
• be punctual to all rehearsals/performances.

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 and 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 on the TASC website.

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:

• a match between the standards of achievement specified in the course and the skills and knowledge demonstrated by learners
• community confidence in the integrity and meaning of the qualification.

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.

Additionally, TASC may select to undertake scheduled audits of this course and its work requirements (Provider standards 1, 2, 3 and 4).

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. The performance should show a character different from themselves and demonstrate a range of acting skills that contrast with their role(s) in the ensemble production.

The externally 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:

• 1. use a range of vocal techniques to create character*
• 2. use stagecraft and theatrical production elements in polished performances*
• 3. perform and sustain a range of characters*
• 4. work as a member of a theatrical ensemble
• 5. communicate information about theatrical practice, contexts, styles and genres
• 6. review acting performances in theatrical productions
• 7. appraise own dramatic and performance techniques*

* = denotes criteria that are both internally and externally assessed

Criterion 1: use a range of vocal techniques to create character

This criterion is both internally and externally assessed.

The learner:

Standard Element	Rating A	Rating B	Rating C
E01 – Voice projectionΔ and clarity	projects and adjusts voice appropriately to the performance space to fully engage the audience; voice is consistently clear, articulate and easily understood	projects and adjusts voice to suit the performance space; voice is clear and articulate; may be minor lapses	projects voice adequately to the performance space; clarity and articulation may be inconsistent
E02 - Modulation, articulation and style	demonstrates full vocal control of modulation and articulation	demonstrates control of modulation and articulation	demonstrates basic modulation and articulation
E03 - Expressive use of pitch	uses pitch expressively and deliberately to convey emotional range in character development	uses pitch with control to indicate mood and emotional range in character development	uses pitch with limited control to indicate some mood and emotion in character development
E04 - Pace and breath control	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
E05 - Interpretation of authorial intention	clearly interprets and communicates authorial intention	communicates authorial intention with general clarity	communicates basic authorial intention
E06 - Accent and tone	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
E07 - Breath control	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.

^ΔProject voice (projection) implies safe delivery of the voice through good diaphragmatic breathing.

Please note: These standard elements refer to vocal skills such as:

• vocal skills and techniques – pitch, pace, pause, volume, inflection, stress, clear articulation and breath support
• dramatic elements – dramatic tension, mood, language, tone and accent.

 

Criterion 2: use stagecraft and theatrical production elements in polished performances

This criterion is both internally and externally assessed.

The learner:

Standard Element	Rating A	Rating B	Rating C
E01 - StagecraftΔ for character and context	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
E02 - Integration and production elements‡	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
E03 - Breath control	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
E04 - Audience awareness and adaptability	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
E05 - Performance focus and energy control	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
E06 - Cue responsiveness and ensemble awareness	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:

^Δ 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.

Criterion 3: perform and sustain a range of characters

This criterion is both internally and externally assessed.

The learner:

Standard Element	Rating A	Rating B	Rating C
E01 - Character depth and credibility	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
E02 - Characterisation through voice management	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
E03 - Memorisation and style integrity	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
E04 - Spatial awareness and artistic use of space	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
E05 - Character continuity and energy control	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.

Criterion 4: work as a member of a theatrical ensemble

The learner undertakes the role of actor in a manner appropriate to a theatre company.

The learner:

Standard Element	Rating A	Rating B	Rating C
E01 - Ensemble planning and collaboration	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
E02 - Ensemble contribution and support	cooperates with the director, supports members of the ensemble and contributes to the development of the ensemble to develop a piece of work	cooperates with the director and supports members of the ensemble to develop a piece of work	cooperates with the director and members of the ensemble to develop a piece of work
E03 - Use of direction	responds effectively to directorial advice and uses direction to develop and enhance own performances. Contributes innovative solutions to achieve positive ensemble outcomes	responds appropriately to directorial advice and uses direction to enhance own performances. Contributes viable solutions to achieve positive ensemble outcomes.	responds appropriately to directorial advice and modifies own actions to achieve ensemble outcomes
E04 - Memorised performance	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
E05 - Problem solving	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
E06 - Workplace safety and procedures	applies theatre workplace safety requirements and procedures and models safe practice for others.	applies theatre workplace safety requirements and procedures consistently.	applies fundamental theatre workplace safety requirements and procedures with guidance.

Criterion 5: communicate information about theatrical practice, contexts, styles and genres

The learner undertakes research about theatrical practice, styles and genres, and the historical and cultural contexts of selected plays.

The learner:

Standard Element	Rating A	Rating B	Rating C
E01 - Source selection and relevance	identifies and uses an extensive rangeΔ of appropriate sources that are relevant to the dramatic inquiry	identifies and uses a rangeΔ of appropriate sources that are relevant to the dramatic inquiry	identifies and uses some appropriate sources that are relevant to the dramatic inquiry
E02 - Research application to practice	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
E03 - Task communication	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‡
E04 - Theory and practice connection	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
E05 - Contextual and stylistic analysis	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
E06 - Academic integrity	clearly and accurately differentiates the information, images, ideas and words of others from the learner’s own	clearly differentiates information, images, ideas and words of others from the learner’s own	differentiates information, images, ideas and words of others from the learner’s own
E07 - Referencing conventions	applies referencing conventions and methodologies with a high degree of accuracy	applies referencing conventions and methodologies correctly	applies basic referencing conventions and methodologies; may be occasional inaccuracies
E08 - Reference lists	creates appropriate, well-structured reference lists or bibliographies.	creates appropriate, structured reference lists or bibliographies.	creates appropriate reference lists or bibliographies.

^Δ ‘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

Criterion 6: review acting performances in theatrical productions

The learner:

Standard Element	Rating A	Rating B	Rating C
E01 - Performance techniques	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
E02 - Critical appraisal	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
E03 - Theatrical terminology	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
E04 - Written communication	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.

Please note: 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.

Criterion 7: appraise own dramatic and performance techniques

This criterion is both internally and externally assessed.

The learner:

Standard Element	Rating A	Rating B	Rating C
E01 - Self-appraisal of performance techniques	explains 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
E02 - Influences on performance practice	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
E03 - Dramatic terminology and concepts	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
E04 - Feedback interpretation and application	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
E05 - Theatrical process	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
E06 - Written communication skills	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
E07 - Acknowledgement of sources	clearly and accurately differentiates the information, images, ideas and words of others from the learner’s own	clearly differentiates information, images, ideas and words of others from the learner’s own	differentiates information, images, ideas and words of others from the learner’s own
E08 - Referencing conventions	applies referencing conventions and methodologies with a high degree of accuracy	applies referencing conventions and methodologies correctly	applies basic referencing conventions and methodologies; may be occasional inaccuracies
E09 - Reference lists	creates appropriate, well-structured reference lists or bibliographies.	creates appropriate, structured reference lists or bibliographies.	creates appropriate reference lists or 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 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 for Education, Children and Young People (DECYP) will develop and regularly review and revise the curriculum. Course evaluation is informed by the experience of the course’s implementation, delivery and assessment. More information about course evaluation can be found on the Years 9-12 website.

DECYP acknowledges the significant leadership of Sharon Reibel, Julienne Coleman, Tammy Giblin, Darren Sangwell, Michelle Weeding, and critical friends.

There are no content statements developed by ACARA that are relevant to this course.

The accreditation for this course has been renewed from 1 January 2026.

Version 1: Accredited on 26 June 2019 for use from 1 January 2020 to 31 December 2022. This course replaces Theatre Performance (SDP315115) that expired on 31 December 2019.

Version 1a: Accreditation renewed without amendment on 22 June 2023 for the period 1 January 2025 until 31 December 2025.

Version 2: Accreditation renewed with amendments from 1 January 2026. Changes to Course Description, Pathways, Content and Standards. Learning Outcomes reduced from 9 to 7 to align to Criteria. Addition of Focus Area and General Capabilities Section. Minor administrative updates have also been applied.