Eduqas GCSE Drama and GCE Drama and Theatre from 2016
Specification Highlights • Two practical performances at GCSE, two at AS and three at A level • Opportunities to act and/or design as suited to learner interests and abilities • Mixture of internal and external assessment of practical work and clearly structured components • Exciting and inspiring set texts and an open book exam at GCSE, AS and A level • Retains many of the features that make the current specifications popular • Excellent progression from GCSE through to A level • AS and A level designed to be co-taught either as one year AS course or as two year AS course
Eduqas GCSE Drama specification overview Component 1: Devising Theatre: 60 marks (40%) Non-exam assessment Internally assessed, externally moderated Groups of 2-5 actors with up to 4 designers (each offering a different design skill) Devised performance (5-14 minutes) Supporting evidence (750-900 words) Evaluation (1 hour 30 minutes) Component 2: Performing from a Text: 60 marks (20%) Non-exam assessment Groups of 2-4 actors with up to 2 designers (each offering a different design skill) Externally assessed by a visiting examiner between February and May Two extracts from the same text made into one performance (5-12 minutes) Component 3: Interpreting Theatre: 60 marks (40%) Written exam 1 hour 30 minutes Section A: Questions on one set text chosen from a list of five Section B: Live theatre review
Component 1: Devising Theatre 60 marks (40% of qualification) Learners participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus set by WJEC. Learners must produce: a realisation of their piece of devised theatre (each actor interact with other performers and/or the audience for a minimum of five minutes ) supporting evidence an evaluation of the final performance or design.
Example stimulus materials Stimuli will be released annually at the beginning of the two year course. A quotation: ‘ All men are created equal’ American Declaration of Independence Lyrics of a song: Handbags and Gladrags, Stereophonics A picture: Parsifal I, Anselm Kiefer A Concept: The closed door Learners create, develop and refine their pieces (AO1)
Supporting Evidence Learners are required to provide evidence of three key moments in the development process. Examples of key moments: • Introduction of a device e.g. flashback which changes the mood or atmosphere of the piece • Decision to include a PowerPoint to show different locations which helps to develop the flow and structure of the piece • A dress rehearsal where learners realise they need to practise with props/ develop costume to highlight character. This is not a diary of the rehearsal process.
Presentation of Supporting Evidence Explain how your chosen 3 Significant moment 1: Supporting Evidence moments have contributed to the Examples could include: development of your piece. You • could use : Introduction of a device e.g. • photos from rehearsals flashback which changes the Name: • lyrics of songs mood or atmosphere of the Examination number: • copies of power points piece • pieces of poetry School: • information of practitioners • Decision to include a Centre Number: • visual images, PowerPoint to show different • articles form newspapers, locations which helps to • mind maps develop the flow and structure • diagrams / pictures of costumes of the piece Chosen stimulus: • make-up sheets • • sketches of set Chosen Practitioner / Genre: A dress rehearsal where • colour charts learners realise they need to Chosen Skill: • mood boards practise with props/ develop • lighting cue sheets costume to highlight character The list is endless … any information which supports the development process. The supporting evidence must be annotated in sufficient detail to highlight the progress of the piece of theatre. Each stage should be between 250-300 words, a maximum of 900 words in total. There is an option to record the commentary on the evidence.
Evaluation • Learners are required to write an evaluation of the final performance/design only • Learners have 1 hour and 30 minutes to complete the evaluation under supervised conditions • Learners are allowed access to two pages of A4 bullet point notes to assist them in writing their evaluation
Component 2: Performing from a Text 60 marks (20% of qualification) • This component assesses AO2 (application of theatrical skills) only • Learners study two 10 minute extracts from the same performance text chosen by the centre • Learners participate in one performance using sections of text from both extracts • The performance does not need to be of the full 20 minutes studied and text may be edited to suit the group • All learners submit a paragraph outlining their artistic intentions for the piece using the pro-forma provided by WJEC
Component 3: Interpreting Theatre 60 marks (40% of qualification) Written exam in two sections: Section A: Set Text A series of structured questions on one set text from a choice of five: 1. The Tempest, William Shakespeare 2. The Caucasian Chalk Circle, Bertolt Brecht 3. Hard to Swallow, Mark Wheeller 4. War Horse, Michael Morpurgo, adapted by Nick Stafford 5. DNA, Dennis Kelly. Section B: Live Theatre Review One question from a choice of two, requiring analysis and evaluation of a given aspect of a live theatre production seen during the course.
Assessment Objectives AO1 (20%) Create and develop ideas to communicate meaning for theatrical performance AO2 (30%) Apply theatrical skills to realise artistic intentions in live performance AO3 (30%) Demonstrate knowledge and understanding of how drama and theatre is developed and performed AO4 (20%) Analyse and evaluate their own work and the work of others
GCSE Drama Assessment Objectives AO1 AO2 AO3 AO4 Total 20% 10% 10% 40% Component 1: Devising Theatre (30 marks) (15 marks) (15 marks) (60 marks) 20% 20% Component 2: Performing from a Text (60 marks) (60 marks) 30% 10% 40% Component 3: Interpreting Theatre (45 marks) (15 marks) (60 marks) Overall weighting 20% 30% 30% 20% 100%
Overview of Components at A level A level Drama and Theatre Component 1: Theatre Workshop : 60 marks (20%) Non-exam assessment Internally assessed, externally moderated by WJEC Groups of 2-5 actors with up to 4 designers (each offering a different design skill) Re-interpreted text performance (5-14 minutes) Creative log (1200-1500 words) Component 2: Text in Action: 120 marks (40%) Non-exam assessment Externally assessed by a visiting examiner between February and May Groups of 2-4 actors with up to 2 designers (each offering a different design skill) Text performance (6-14 minutes) Devised performance (6-14 minutes) Process and evaluation report (1300-1600 words) Component 3: Text in Performance: 120 marks (40%) Written exam 2 hours 30 minutes Questions on two complete texts and one extract
Component 1: Text re-interpretation 60 marks (20% of qualification) • Learners study a 10-15 minute extract form a text on the list provided at the back of the specification • Learners deconstruct the text to create an original piece of theatre • Learners use the working methods and techniques of their chosen practitioner or theatre company • 40%-60% of the final piece must contain dialogue from the chosen play text • Learners may: change the context of the text change the intended audience change the order of dialogue change the characters who say the dialogue add in or take away characters change character motivation
The Creative Log • This is a working document which addresses AO1.a. create and develop ideas to communicate meaning as part of the theatre making process and AO1.b. making connections between dramatic theory and practice • The log must include an explanation of the creative process AO1.a and it is not a descriptive commentary of the rehearsal process • All research must be linked to the final piece of theatre produced AO1.b and it is not a narrative of the practitioner's methods • The log need not be a continuous piece of prose and may contain annotated research, diagrams, photographs, sound clips, sketches, charts, visual images etc
Component 2: Text in Action 120 marks (40% of qualification) • Learners study a 10-15 minute extract from a text • Learners view at least one piece of live theatre • Learners research their chosen practitioner and devise a piece of theatre based on a stimulus set by WJEC • Learners use the same stimulus to influence their text piece • The text piece can use different and varied stylistic influences • There must be contrast between the two pieces • The report may be started during the process but needs to be completed by one week after the final performances • The report may contain a limited amount of sketches, photos etc
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