National Certificate of Educational Achievement
Internal Assessment Resource
Title: Safer Journeys – Make the right decision on the road!Supports internal assessment for Achievement Standard 91214: Devise and perform a drama to realise an intention
Subject reference: Drama 2.2
Credits: 5 credits
QAAM registration no. 3035
These materials have been certified by NZQA as meeting the requirements of the national standard. These materials must still be submitted for external moderation requirements by assessors when requested by NZQA
This resource:
· clarifies the requirements of the assessment standard
· supports good assessment practice
· should be subjected to the school’s usual assessment quality assurance process
· should be modified to make the context relevant to students in their school environment and to ensure that submitted evidence is authentic.
Authenticity of evidence
Using this assessment resource without modification may mean that students’ work is not authentic.
Teachers must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material.
The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated or a different text to read or perform.
Published by the NZ Transport Agency, 2012
Internal Assessment ResourceAchievement Standard Drama 91214: Devise and perform a drama to realise an intention
Resource Information: Drama 2.2
Resource title: Safer Journeys – Make the right decision on the road!
Credits: 5 credits
Teacher Guidelines
The following guidelines are supplied to enable the teachers to carry out valid and consistent assessment using this internal assessment resource.
Teachers need to be familiar with the outcome being assessed by Achievement Standard 91214. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it.
Context/Setting
This activity requires students to devise and perform a drama to realise a stated intention. In the pre-teaching you will need to explain elements and conventions and provide opportunities for exploration through the theme of safer journeys and making the right decision as a pedestrian, passenger or driver of a car.
Students are required to write a statement of intention and a devised drama outline. It is expected that this will assist the teacher in making judgements about the devised drama. This evidence may be presented in a variety of formats. An extensive portfolio is not required.
Conditions
It is suggested that eight weeks be allocated to this activity, including pre-teaching a wide range of elements and conventions.
Teachers will need to observe the students at work to ensure that each of them actively participates in the devising process to meet the standard. It is recommended that evidence is collected during this observation process that will support the teacher’s final verification of the students’ achievement.
Each student is expected to record their statement of intention and provide their drama outline for the teacher/marker. Students will be expected to complete some of their work out of class, such as background reading of papers and statistics on road accidents and the main causes of these, as well as rehearsal and preparation time.
For clarification, refer to the May 2011 National Moderator’s newsletter:
http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/drama/moderator-s-newsletter/may-2011
Resource Requirements
www.saferyoungdriver.co.nz
www.nzta.govt.nz
http://www.transport.govt.nz/research/Documents?Young-driver-crash-fact-sheet-2010.pdf
http://www.transport.govt.nz/ourwork/Land/landsafety/TheSocialCostofRoadCrashsandInjuries/
Access to the internet, newspapers, televisions programmes and documentaries
Access to books and photographs
Invite members of the community who may share their stories of either being a witness to an accident or involved from the impact of a car accident
Props such as a wheelchair or crutches may be used
Material and music could be used to symbolise a mood, emotion or to create tension or add depth to a given situation
The following are suggested, but not essential resources:
Laptop, data-projector, CD player
Internal Assessment ResourceAchievement Standard Drama 91214: Devise and perform a drama to realise an intention
Resource Information: Drama 2.2
Resource title: Safer Journeys – Make the right decision on the road!
Credits: 5 credits
Achievement / Achievement with Merit / Achievement with ExcellenceDevise and perform a drama to realise an intention. / Devise and perform a coherent drama to realise an intention. / Devise and perform an effective drama to realise an intention.
Student Instructions
Introduction
This assessment requires you to devise and perform an original drama based on a theme or topic that arises from a study of ‘Safer Journeys, making the right decision on the road’. The drama could be from the perspective of a pedestrian, on-looker, passenger or driver in a car.
This activity will take place over eight weeks of in class and out-of-class time. Your teacher will advise you of the due date.
You will work in small groups but you will be assessed individually. It is recommended a group consists of 3-5 students.
The performance length should be approximately 6-10 minutes. It is suggested that approximately 2 minutes per student is appropriate.
You will supply a statement of intention and devised drama outline or script to support the final drama.
You will need to actively participate in the devising and performing of the drama.
You may use technology to enhance your performance.
You will be assessed on how coherently and effectively your devised and performed drama realises your intention.
Task
Refer to the Student Resource and consult with your teacher for guidance as you work.
Exploration
Students will need to physically explore issues related to themes and ideas the task is focussing on. This may include physically trialling and improvising using various conventions. For example, students could begin with a freeze frame of the moment a young driver takes off from a party on a wet Friday night with passengers in the car. The group could then thought track individuals within the freeze frame to draw out responses and emotions around the issues. This could provide the basis for useful discussion in the next session.
Discussions
Decide on the group you will work with, your teacher may have selected this for you. Discuss the ideas that have come out through your exploration of the issue. Come to an agreement on the general issue or idea, drawn from the theme of ‘Safer Journeys…’ that you want to explore.
Research the theme or idea.
As a group share your ideas from background readings and the statistics provided to help you to explore your ideas around potential themes or issues.
Statement of Intention
As a group write a preliminary statement of intention. Record:
The rationale for the devised drama. Frame a clear statement of what you intend, at this point, to communicate to the audience. Remember that this may be refined as your exploration of the idea deepens and develops through the devising process. You must keep notes for yourself as you progress in order to support the writing of your final statement of intention.
You should also indicate the theatrical style of your devised drama. Are you using the ideas of a particular practitioner, are you using selective realism…
Devise your Drama
Explore and Experiment
As a group explore possible scenes, ideas and themes through improvisation and physical trialling. How can dramatic conventions help to draw out key ideas? Select and reject ideas in order to make your drama more coherent and effective.
Structure and Sequence
Consider how you will shape your drama to tell your story and communicate your intention. Will it be, for example, through episodic scenes, circular narrative or a linear narrative? Experiment with this, selecting and rejecting ideas in order to make your drama more coherent and effective.
Consider how you will make transitions between scenes in a manner that does not disrupt the dramatic unity or flow of the drama.
Discuss, experiment with and select props or symbols to enhance your performance. For example, using a piece of black cloth may represent death or a negative choice that may have been used by one of the actors on stage.
Experiment with staging, costumes and how you might incorporate any technology to support your intention and overall performance. Select and reject ideas in order to make your drama more coherent and effective
Reflect and Refine
Rehearse your devised drama to refine for effectiveness.
Make changes as required: amend your statement of intention, outline and script if necessary.
Reflect on your devised drama. Ask for teacher feedback and peer review – to ensure your intentions are clear and meet your goals. Listen to feedback and modify your drama and your execution of the elements and conventions if necessary.
Finalise your Supporting Documentation
Finalise your statement of intention and devised drama outline or script. They should accurately reflect all of your decisions, reflection, feedback and changes that you have made.
Ensure your statement of intention includes:
The rationale for the devised drama
The style of the devised drama
Indication of any particulars of staging or use of technologies, if necessary.
Ensure your devised drama outline, or script includes:
A title
A list of characters
The outline or script
Remember that an extensive portfolio of information is not required for this standard.
Perform your Drama
Perform your drama to the class or designated audience.
Hand your statement of intention and Devised Drama Outline to the teacher before you go on stage.
Student Resource: Further Guidance
Discussion and Research
In your research use statistics, facts, media reports, comments or first hand accounts in respect to vehicle and road safety. You could also use photographs, new articles, songs, music, books, poems to assist your storyline and performance.
Ask other students, family or members of the community to share any insights they may have had through various experiences or incidents they have either witnessed or been a part of. Different perspectives could include being a pedestrian, passenger, driver and sharing the incident that occurred.
Make sure your topic links back to the original concept around safer journeys and making good decisions on the road.
Consider:
Possible Roles: Who is involved in the event? What are the range of roles your group could play? What roles engage the audience? What perspective would you demonstrate?
Potential Action: What were the key events? Could any of the choices have been different to change an outcome? Is there a focus on an accident, the lead up, decisions made along the way, or the aftermath and consequences, or all of these? How do you show this dramatically?
The impact of an accident or bad decision. How do you convey a strong message around making good choices on the road? How do you show the impact of a bad decision on the family and community? How do you communicate this?
What themes and ideas emerge from your performance. Do good decisions make a difference? Does right triumph over wrong? Are lives lost?
Devising your Drama
Statement of Intention
In your rationale, consider:
· What your message will be
· What your drama will be about
· What you want the audience to feel, see, understand, learn
· How your theme or idea links to safer journeys and making good decisions on the road and the importance of these choices
Create your scenes and storyline for greatest impact. For example you might use flashback through narration to show how with the right intervention and decisions being made, a completely different outcome could have emerged.
Be aware of the style your devised drama might be, for example, a documentary approach using technology, episodes, realism or a compilation style.
Exploring and Experimenting
Conventions may include: Flashback, flash-forward, hot seating, mime, narration, spoken thoughts, still images, slow motion, split stage, soundscape, entrances, exits, chorus, movement, telephone conversations, music, writing in role, role on the wall.
Elements may include: symbol, mood, tension, situation, role, time, place, focus, action.
Consider how you effectively incorporate both elements and conventions into your work to enhance the credibility and overall impact of the performance.
You need to actively participate in the devising and shaping of your performance by offering suggestions and listening to and accepting other group member’s contributions. This will require you to understand what is happening in each scene and why – as it must link to your intention.
Your teacher will provide feedback and guidance through your devising process.
Structure and Sequence
Make sure you have a clear plan for your staging or technology use in terms of supporting your theme, message and purpose.
Ensure your structure is coherent and effective.
Pay attention to your transitions and links between scenes to have continuity and minimal distractions.
You may decide to base your devised drama on a real event. Suggested conventions that could work well for this may include interviews, re-enactments and to involve the audience as onlookers or participants in the live action.
You may choose a narrative style or a thematic approach to your devised drama.
Devised Drama Outline
Recording your devised drama means deciding and recording the following details:
· A title for your devised drama
· A list of characters and who might play each role
· A script or devised outline of the action, scenes, links
Shaping using Elements and Conventions
This may include shaping the drama by using:
· Music or sound effects
· Narration
· Symbolic use of props
· Flashback and flash forward
· Split stage
· Spoken thoughts
· Still images
· Exits and entrances and symbolic transitions
Appendix a:
Useful information that may support your thinking and devising.
Here are some general statistics to guide your brainstorming activity:
· Car accidents are the leading single cause of death for young adults in New Zealand
· Drivers aged 15-19 are 6-7 times more likely to have a car accident than 45-49 year old drivers
· Drivers on a restricted licence are four times more likely to have an accident than learner drivers
· The period of greatest risk for young drivers is the first 6-12 months of driving solo
· Young drivers (aged 15-24) are disproportionately involved in car accidents involving alcohol, driving too fast for the conditions and losing control