ABOUT: Collaborative Theatre Presentation
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Aim—the aim of this task is for students to:
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participate in the collaborative process of creating an original theatre piece for presentation
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examine and research processes of collaboratively creating original pieces of theatre
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examine their own skills and approaches
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analyse their contributions, artistic choices and contributions to the collaborative process of creating and staging a piece of original theatre.
Understandings—through this exploration students will understand:
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the importance of research to inspire and develop an original theatre piece from a starting point
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the nature of collaboration in theatre
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the artistic processes and skills necessary to collaboratively create original theatre and how these are realized in production
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the impact of their individual contributions and artistic choices.
The starting point must be selected from one of the following:
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an event.
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idea, issue, question or theme
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image or photograph
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non-dramatic text
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object
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person
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piece of music
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site (place/location)
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street art, graphic novel or comic strip.
The project must not be based on an existing piece of theatre or published play text.
Structuring the work
Each student in the ensemble is required to submit:
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A cover sheet
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An individual project report
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A video recording of the full performance for this task
A4 Page and Font Size 12
1. The Cover Sheet:
A cover sheet is provided by the IB for this task and a completed cover sheet must be submitted for each student as part of the upload of assessment materials. Failure to submit the cover sheet will result in the work not being marked.
The cover sheet records the following information for this task.
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How the student can be identified in the video recording (including a screenshot of the student).
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The ensemble’s chosen starting point for the piece.
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The collaboratively written theatre-maker intentions.
4. The page count of the submitted report. All text images, annotations, labels and citations must be included in the overall page count.
5. The length of the submitted video recording.
6. The specific beginning and ending time codes which direct the examiner to the student’s two chosen moments in the submitted video recording.
Teachers are not permitted to direct any area of the assessed task.
2. Your Project Report
(The REQUIRED structure can be found on page 55 of the student guide)
The project report (10 pages of written text and images, with written text not exceeding 4,000 words maximum) is a written account of the YOUR involvement in the collaborative project.
The project report should demonstrate YOUR ability to reflect upon and evaluate the collaborative creation of the theatre piece.
YOU must ensure that the two moments they select will provide sufficient evidence of YOUR performance skills and YOUR individual artistic contributions respectively, as well as meeting the requirements of the task and providing sufficient opportunities for YOU to address the assessment criteria.
Teachers are not permitted to direct any area of the assessed task.
3. The Video Recording:
The full performance of the theatre piece must be captured in a video recording that is submitted for assessment (lasting 7-10 minutes) by each member of the ensemble.
This must be a continuous, single camera, unedited record and must capture the full presentation of the piece from the best vantage point possible. The video recording device must not be switched off during the performance.
As the one single video recording is used to assess the effectiveness of the performance skills and artistic contributions of each member of the ensemble it is crucial that all action can be clearly seen and heard in the recording. The video camera should avoid unnecessary panning or zooming during the performance.
Overview - Section A
The collaborative creative process and performance
Evidence: cover sheet, project report and list of sources
Ai: With reference to significant instances from the process, to what extent does the student explain how they consider the piece was collaboratively created by the ensemble?
Aii: With reference to audience feedback, to what extent does the student evaluate the effectiveness of the final piece as a whole, in relation to how they consider the ensemble’s intentions were achieved?
Grading - Section A
7–8
This work is excellent:
Ai: With reference to significant instances from the process, the student explains how they consider the piece was collaboratively created by the ensemble.
Aii: With reference to audience feedback, the student evaluates the effectiveness of the final piece as a whole, in relation to how they consider the ensemble’s intentions were achieved.
Overview - Section B
The Individual contributions to the performance
Evidence: cover sheet, project report and list of sources
Bi. To what extent does the student explain how they used their performance skills (body and/or voice) to effectively contribute to one moment of tension, emotion, atmosphere and/or meaning (“TEAM”) visible in the video recording?
[This moment must not exceed 2 minutes maximum and the time codes must be stated on the cover sheet.]
Bii. To what extent does the student explain how their specific individual artistic contribution(s) to the development and staging of the piece as creator, designer and/or director effectively contributed to the fulfillment of the ensemble’s intentions in one moment seen in the video recording?
[This moment must be a different moment in the piece from the one described above and must not exceed 2 minutes maximum. The time codes must be stated on the cover sheet.]
Grading - Section B
7–8
This work is excellent:
Bi: The student explains how they used their performance skills (body and/or voice) to effectively contribute to one moment of tension, emotion, atmosphere and/or meaning (“TEAM”) visible in the video recording.
Bii. The student explains how their own specific individual artistic contribution(s) to the development and/or staging of the piece as creator, designer and/or director effectively contributed to the fulfillment of the ensemble’s intentions in one moment seen in the video recording.
Overview - Section C - The Student is NOT required to submit written work for this section
Effectiveness of individual contributions seen in the video recording
Evidence: cover sheet and video recording
Ci: To what extent do the student’s performance skills (body and/or voice) effectively contribute to a moment of tension, emotion, atmosphere and/or meaning (“TEAM”) seen in the video recording (as specified by the student in section 3(a) of the project report)?
Cii: To what extent do the student’s own individual contributions to the artistic development and/or staging of the piece as creator, designer and/or director (as specified by the student in section 3(b) of the project report) effectively contribute to the fulfillment of the ensemble’s intentions within the context of the whole video recording?
7–8
This work is excellent:
Ci: The student uses their performance skills (body and/or voice) to effectively contribute to the specified moment of tension, emotion, atmosphere and/or meaning (“TEAM”) seen in the video recording. ii. The student’s specified contributions to the artistic development and/or staging of the piece effectively contribute to the fulfillment of the ensemble’s intentions within the context of the whole video recording.
Cii: The student’s specified contributions to the artistic development and/or staging of the piece effectively contribute to the fulfillment of the ensemble’s intentions within the context of the whole video recording.