VCE THEATRE STUDIES STUDY DESIGN 2019 2024 IMPLEMENTATION

VCE THEATRE STUDIES STUDY DESIGN 2019 -2024 IMPLEMENTATION WORKSHOP

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Implementation in 2019 • Units 1 and 2 and Units 3 and 4 • Available online on VCAA website ‒ ‒ ‒ Study Design Advice for Teachers (Term 3 2018) List of resources (Term 3 2018) Monologue examination specifications (early 2019) Written examination specifications and sample questions (early 2019)

STUDY OVERVIEW

Teachers should thoroughly familiarise themselves with the Study Design including: • Introduction, Scope of study, Rationale & Aims (p. 5 - 6) • Structure (p. 6) • Assessment and Reporting (p. 8) • Units 1 – 4 (p. 11 – 29)

SCOPE OF STUDY • In VCE Theatre Studies students interpret scripts from the pre-modern era to the present day. They gain insight into the origins and development of theatre and the influences of theatre on cultures and societies. • Students work in the roles of actor, director and designer to plan, develop and present productions. They develop their knowledge and understanding of theatre, its conventions and the elements of theatre composition.

RATIONALE Theatre as a form of cultural expression has been made and performed for audiences from the earliest times and is an integral part of all cultures. Theatre is ever evolving and exists as entertainment, education, ritual, an agent for change, a representation of values and a window on society. Through the study of VCE Theatre Studies students develop their aesthetic sensibility, including an appreciation for the art form of theatre, interpretive skills, interpersonal skills and theatre production skills.

UNIT TITLES VCE THEATRE STUDIES 2019 -23 1 Pre-modern theatre styles and conventions 2 Modern theatre styles and conventions 3 Producing theatre 4 Presenting an interpretation

OUTCOME TITLES VCE THEATRE STUDIES 2019 -23 1 2 Pre-modern theatre styles and conventions Exploring pre-modern theatre styles and conventions Modern theatre styles and conventions Exploring modern theatre styles and conventions Interpreting scripts Analysing a play in performance Interpreting scripts Analysing and evaluating a theatre production Staging theatre 3 Producing theatre Interpreting a script Analysing and evaluating theatre 4 Presenting an interpretation Researching and presenting theatrical possibilities Interpreting a monologue Analysing and evaluating a performance

ASSESSMENT The percentage contributions to the study score in VCE Theatre Studies are as follows: GA 1 GA 2 GA 3 Units 3 and 4 schoolassessed coursework Monologue examination Written examination 45% 25% 30%

ASSESSMENT The marks allocated to School-assessed Coursework tasks are: TASK 1 TASK 2 TOTAL Unit 3 Outcome 1 45 15 Unit 3 Outcome 2 15 15 Unit 3 Outcome 3 25 25 20 Unit 4 Outcome 3 20 Unit 4 10 Study score contribution 60 Unit 3 Unit 4 Outcome 1 Unit total 100 Unit 3 Coursework 30% 50 Unit 4 Coursework 15% 30 20

WHAT’S IN THE STUDY DESIGN?

TERMS USED IN THIS STUDY • Pages 9 -10 of the study design • These definitions apply across the study and the associated assessment and will also inform the performance and written examination • ‘The Advice for Teachers’ provides additional information and may be used in conjunction with the study design. • The definitions draw on information from the previous study design and other documentation such as stagecraft examination and written examination specifications

ELEMENTS OF THEATRE COMPOSITION • Practitioners use elements of theatre composition to organise components of a theatre production to create a deliberate effect, realising their aims and intentions and/ or those of the creative production team. • Elements of theatre composition can be used to give structure to the interpretation or the way it is presented on stage in performance to an audience. • These elements can also be used to encourage or lead the audience to engage in the work. They can be applied individually or in combination, in any theatre style, used within any production role and at any stage of the production process.

STUDYING Elements of theatre composition The elements of theatre composition may include the following: • Cohesion • Motion • Rhythm • Emphasis • Contrast • Variation Note: See SD p. 10 for details.

PRODUCTION ROLES Production role is the term used to describe an area of work in theatre production. The production roles in this study are: • actor • director • designer: costume • designer: make-up • designer: props • designer: set • designer: lighting • designer: sound

CONTEXTS Contexts refer to the circumstances surrounding a play and its interpretation for an audience. This may include the time and place in which the play is set and was written, influences on the playwright, the language of the script, circumstances associated with the play and the possibilities for interpreting a script.

DRAMATURGY • Dramaturgy refers to research into a play to inform an interpretation of it. This may include the contexts of the play, its intended meanings, the background of the playwright, previous productions of the play and theatre styles of the play. • Dramaturgy is part of the production process and may be applied at any stage and in any production role; it is not a separate stage of the production process. • Dramaturgy can include processes such as text-based research and/or workshops.

THEATRE PRODUCTION PROCESS The theatre production process is described as having three distinct but interrelated stages: • Planning • Development • Presentation Note: See SD p. 9 for details.

THEATRE TECHNOLOGIES Diverse theatre-specific and other technologies are used in theatre productions. Students may apply theatre technologies in their work as part of their creative processes in any production role. • Use of theatre technologies is not itself a production role. • In their production roles, and as members of the production team, students will have opportunities to apply theatre-specific digital, electrical and mechanical technologies across the stages of the production process. • Students may also use other hardware, software or digital tools to facilitate their work as members of a creative production team. Note: See SD p. 10 for details.

Understanding the Study Design Each Outcome is described in terms of key knowledge and key skills Key knowledge Key Skills Provides the Content Provides the Application For example: • Identify • Research • Explain • Apply • Analyse • Describe • Develop • Document

Understanding the Study Design Unit 1 AOS 1: On completion of this unit the student should be able to identify and describe distinguishing features of theatre styles and scripts from the premodern era. Key knowledge Conventions of three or more theatre styles from the pre-modern era. (extract from study design) Key Skills Identify and describe conventions of theatre styles from the pre-modern era. (extract from study design)

UNIT 1 The application of acting, direction and design in relation to theatre styles from the pre-modern era, that is, works prior to the 1920 s. What students do: • Work in at least two production roles with scripts from the pre-modern era of theatre, focusing on at least three distinct theatre styles and their conventions. • Study innovations in theatre production in the premodern era and apply this knowledge to their own works. Note: See SD p. 11 -13 (Ao. S) & p. 14 (Assessment)

Unit 1: Pre-modern theatre styles and conventions • Area of Study 1: Exploring pre-modern theatre styles and conventions • Area of Study 2: Interpreting scripts • Area of Study 3: Analysing a play in performance

Unit 1 AOS 1 : Exploring pre-modern theatre styles and conventions • Study scripts from the pre-modern era. • Study at least three distinct theatre styles and conventions from the pre-modern era. • Study innovations in theatre production in the pre-modern era. • Learn about contexts, cultural origins, production roles and performance possibilities for each of the selected theatre styles. • Through practical workshops gain knowledge of how these styles shaped and contributed to the world of premodern theatre. Identify, describe, apply

Unit 1 AOS 2 : Interpreting scripts • Present scripts from the pre-modern era. • Work creatively & imaginatively in at least two production roles to interpret scripts from three or more distinct theatre styles of the premodern era. • Study and apply relevant conventions, elements of theatre composition and safe working practices. • Consider how work in production roles is informed by different theatre styles and contexts. • Learn about processes for developing characters and consider the influence of the audience on work in production roles to enhance text interpretation. • Have opportunities throughout the production process to develop oral skills by explaining how their work in production roles contributes to realising the production aims. Discuss, explain, apply

Unit 1 AOS 3 : Analysing a play in performance Analyse a professional theatre performance of a script focusing on: • Ways in which meaning is constructed by an audience. • Ways in which the performance is informed by the contexts of the script. • How theatre styles are applied in performance. • The use of production roles in performance. • The use of technologies in performance. • The use of elements of theatre composition evident in a performance. Analyse

Assessment Unit 1 - Page 14 For all three outcomes a range of assessment tasks may be selected from the following: • interpretation of scripts from the pre-modern era through the application of acting, direction and/or design: costume, make-up, props, set, lighting, sound • oral/visual/multimedia reports and/or presentations • structured questions • a research report. At least one assessment task must be practicebased, at least one task must be written and at least one task must include an oral component.

UNIT 2 The application of acting, direction and design in relation to theatre styles from the modern era, that is, the 1920 s to the present. What students do • Work creatively and imaginatively in at least two production roles with scripts from the modern era of theatre, focusing on at least three distinct theatre styles. • Study innovations in theatre production in the modern era and apply this knowledge to their own works. Note: See SD p. 15 -17 (Ao. S) & p. 18 (assessment)

Unit 2: Modern theatre styles and conventions • Area of Study 1: Exploring modern theatre styles and conventions • Area of Study 2: Interpreting scripts • Area of Study 3: Analysing and evaluating a play in performance

Unit 2 AOS 1 : Exploring modern theatre styles and conventions • Study scripts from the modern era. • Investigate innovations in theatre practice from the 1920 s to the present. • Study at least three distinct theatre styles from the modern era. • Learn about contexts, cultural origins, production roles and performance possibilities for each of the selected theatre styles. • Through practical workshops gain knowledge of how these styles shaped and contributed to the world of modern theatre. Identify, outline, discuss, describe

Unit 2 AOS 2 : Interpreting scripts • Work in at least two production roles to realise scripts from at least three distinct theatre styles from the modern era. • Develop creative & imaginative interpretations of scripts. • Convey contexts and apply elements of theatre composition • Consider ways that theatre production work is itself shaped by the styles and contexts of the scripts. • Learn about theatre production processes including dramaturgy, planning, development and performance to an audience, and apply this to their work. • Have opportunities throughout the production process to develop oral skills by explaining how their work in production roles contributes to realising the production aims. • Apply safe and ethical working practices in theatre. Apply, document

Unit 2 AOS 3 : Analysing and evaluating a theatre production Analyse and evaluate a professional theatre production of a script focusing on: • the application of acting, direction and design • ways in which acting, direction and design are used to interpret theatre styles evident in a production • connections between contexts of the script and the use of acting, direction and design • the ways in which acting, direction and design enables an audience to construct meaning. • the use of elements of theatre composition evident • the use of technologies in theatre production Analyse and evaluate

Assessment Unit 2 - Page 18 For all three outcomes a range of assessment tasks may be selected from the following: • interpretation of scripts from the modern era through the application of acting, direction and/or design: costume, make-up, props, set, lighting, sound • oral/visual/multimedia reports and/or presentations • structured questions • a research report. At least one assessment task must be practicebased, at least one task must be written and at least one task must include an oral component.

UNIT 3 Students develop an interpretation of a script through the three stages of theatre production process: planning, development and presentation. They specialise in two production roles working collaboratively, creatively and imaginatively to realise the production of a script. What students do: • Across Unit 3 students are required to engage with at least three scripts and work in two production roles from the following list: * actor * director * designer

Unit 3: Producing theatre • Area of Study 1: Staging theatre • Area of Study 2: Interpreting a script • Area of Study 3: Analysing and evaluating theatre

Unit 3 AOS 1 : Staging theatre • Interpret a script for performance to an audience. • Work in two production roles across all three stages of the production process. • Apply dramaturgy and elements of theatre composition creatively and imaginatively. • Apply theatre technologies to enhance realisation of production aims. • Demonstrate techniques and processes regarding safe and ethical working practices associated with theatre production. • Analyse, evaluate and document ongoing developmental contributions across all three stages of the production process. Demonstrate, document, apply, identify, describe, analyse, evaluate

Unit 3 AOS 2 : Interpreting a script • Outline concepts and ideas for a creative interpretation of excerpts from a script. • Explain how these concepts and ideas could be realised in a theatre production. • Formulate and justify interpretations that could be realised through work in production roles. • Document and annotate an interpretation of the scripts. • Identify and explain how work in production roles in one or more of the three stages of the production process could be used to realise ideas or concepts for a theatre production. • Describe how dramaturgy, elements of theatre composition and theatre technologies could be applied to realise ideas and concepts in the interpretation. Outline, explain, document, identify, justify, annotate, describe

Unit 3 AOS 3 : Analysing and evaluating theatre Analyse and evaluate an interpretation of a script in a production from the prescribed Unit 3 playlist focusing on: • the ways in which the contexts of a written script were interpreted creatively and imaginatively in performance to an audience • the application of production roles to develop the written script for performance • the use of theatre technologies in the production • the use of elements of theatre composition in the production Analyse and evaluate

School-based assessment Unit 3 School-assessed Coursework for Unit 3: 30 percent of the study score Outcomes Assessment tasks Outcome 1 Interpret a script across the stages of the production process through creative, imaginative and collaborative work undertaken in two production roles. Task 1 : 45 marks Ongoing developmental contributions to creative interpretation of a script across all three stages of the production process through collaborative work in two production roles. AND Task 2 : 15 marks Analysis and evaluation, supported by relevant documentation, of ongoing developmental contributions to creative interpretation of a script across all three stages of the production process in two or more of the following formats: • oral • written • Visual • multimedia Two marks are entered into VASS for Unit 3 Outcome 1

School-based assessment Unit 3 cont. School-assessed Coursework for Unit 3: 30 percent of the study score Outcomes Assessment tasks Outcome 2 Outline concepts and ideas for a creative interpretation of excerpts from a script and explain how these could be realised in a theatre production. Documentation that outlines the concepts and ideas for a creative interpretation of excerpts from a script and provides an explanation of how these could be realised in a theatre production in any one or a combination of the following formats: • an essay • responses to structured questions. 15 marks Outcome 3 Analyse and evaluate the creative and imaginative interpretation of a written script in production to an audience. An analysis and evaluation of a creative and imaginative interpretation of a prescribed script in any one or a combination of the following formats: • an analytical essay • responses to structured questions. 15 marks Total marks 100

UNIT 4 Students study a scene and an associated monologue from the prescribed Theatre Studies Monologue Examination published annually on the VCAA website. What students do: Explore theatrical possibilities and use dramaturgy across the three stages of the production process to develop a creative and imaginative interpretation of the monologue. To realise their interpretation, they work in production roles as an actor and director, or as a designer.

Unit 4: Presenting an interpretation • Area of Study 1: Researching and presenting theatrical possibilities • Area of Study 2: Interpreting a monologue • Area of Study 3: Analysing and evaluating a performance

Unit 4 AOS 1 : Researching and presenting theatrical possibilities • Undertake dramaturgy into the contextual background of the selected script to inform an interpretation of a monologue and its specified scene. • Outline theatrical possibilities and describe a possible interpretation of a monologue and its prescribed scene • Justify dramaturgical decisions that underpin the proposed interpretation, including how the interpretation will convey intended meaning • Describe work in selected production roles that will be required to realise the proposed interpretation • Describe and justify proposed application of theatre styles and use of elements of theatre composition and theatre technologies to enhance the interpretation for performance to an audience Describe, outline, justify

Unit 4 AOS 2 : Interpreting a monologue • Conduct dramaturgy and apply discoveries to inform interpretation of the script • Interpret the contexts of the monologue • Convey the intended meanings of the monologue • Apply theatre styles to the monologue • Interpret the monologue by working in selected production roles, including applying elements of theatre composition creatively and imaginatively • Present an interpretation of the monologue • Orally justify and explain interpretive decisions made Apply, present, justify, explain

Unit 4 AOS 3 : Analysing and evaluating a performance Analyse and evaluate acting, direction and design in a production selected from the prescribed Unit 4 playlist focusing on: • the character/s in the production including function and purpose, objective/s, motivation/s, status and traits • interpretation of a script in performance by actor/s, director/s and designer/s including elements of theatre composition used • the interrelationships between acting, direction and design • the use of focus, the acting space and verbal and/or nonverbal language to convey the intended meaning of the script • the ways that actor/s, director/s and designer/s work with theatre style/s utilised in the production Analyse and evaluate

School-based assessment Unit 4 School-assessed Coursework for Unit 4: 15 percent of the study score Outcomes Assessment tasks Outcome 1 Describe and justify a creative and imaginative interpretation of a monologue and its prescribed scene. Task 1 : 20 marks A written report that describes and justifies dramaturgical decisions for a creative and imaginative interpretation of a monologue and its prescribed scene. The report may be in any one or a combination of the following formats: • an essay • responses to structured questions. AND Task 2 : 10 marks An oral presentation about the possibilities, intentions and vision for an interpretation of a monologue and its prescribed scene, including responding to question/s. Two marks are entered into VASS for Unit 4 Outcome 1

School-based assessment Unit 4 cont. School-assessed Coursework for Unit 4: 15 percent of the study score Outcomes Assessment tasks Outcome 2 Analyse and evaluate acting, direction and design in a production. An analysis and evaluation of acting, direction and design and their interrelationship in a production from the prescribed playlist, in any one or a combination of the following formats: • an analytical essay • responses to structured questions. 20 marks Total marks 50

ACTIVITY Elements of theatre composition 1. Review the definition and examples on the next slide. 2. Based on a play from Unit 3, or theatre you have made, with a partner discuss examples of how the elements of theatre composition were used.

ELEMENTS OF THEATRE COMPOSITION • Can be used to give structure to the interpretation or the way it is presented on stage in performance to an audience. • These elements can also be used to encourage or lead the audience to engage in the work. * Cohesion * Motion * Rhythm • * Emphasis * Contrast * Variation They can be applied individually or in combination, in any theatre style, used within any production role and at any stage of the production process

UNITS 3 and 4 PLAYLIST The Playlist for 2019 will be selected to reflect the revised study design.

ADVICE & ASSESSMENT

Advice for teachers will include • Developing a program • Employability skills • Learning activities • Detailed activities • Sample approaches for assessment tasks • Performance descriptors / rubric

EXAMINATION SPECIFICATIONS Examination materials • Are published in the first year of implementation (2019) • Include: ‒ Monologue examination specifications, examination criteria and sample material ‒ Written examination specifications and sample material

Units 1 and 2 Assessment • Schools determine Unit 1 and 2 assessments using the advice in the study design. • In both Units 1 and 2 at least one assessment task must be practicebased, at least one task must be written and at least one task must include an oral component.

Unit 3 Assessment Outcome 1 comprises two tasks: Task 1 : 45 marks • ongoing developmental contributions to creative interpretation of a script across all three stages of the production process through collaborative work in two production roles Task 2: 15 marks • Analysis and evaluation, supported by relevant documentation, of ongoing developmental contributions across all three stages of the production process in two or more of the following formats: * oral * written * visual * multimedia Two marks are entered into VASS for Unit 3 Outcome 1

Unit 4 Assessment Outcome 1 comprises two tasks: Task 1: 20 marks • A written report that describes and justifies dramaturgical decisions for a creative and imaginative interpretation of a monologue and its prescribed scene. The report may be in any one or a combination of the following formats: * an essay * responses to structured questions Task 2: 10 marks • An oral presentation about the possibilities, intentions and vision for an interpretation of a monologue and its prescribed scene, including responding to question/s. Two marks are entered into VASS for Unit 4 Outcome 1

INFORMATION & CONTACTS • VCE Theatre Studies Index page ‒ http: //www. vcaa. vic. edu. au/Pages/vce/studies/ theatre/theatreindex. aspx • Margaret Arnold, Performing Arts Curriculum Manager Arnold. Margaret. j@edumail. vic. gov. au • Subscribe to the VCAA Bulletin