NCEA Level 1 Drama (90011) 2010 — page 1 of 6
Assessment Schedule – 2010
Drama: Describe the techniques, elements, conventions and technologies of drama in a
new context and reflect on performance (90011)
Evidence Statement
Question
ONE
(a) (i)
Achievement
New Context
D
Describes, for one photograph,
possible details of characters,
location, time, and action.
eg Photograph 3
Who: They are a family who
have come from a funeral.
Where: They are on a hill
overlooking the city.
When: It is late afternoon in
winter.
What: They are looking down on
the city where they are moving
to starting a new life.
(a) (ii)
D
Identifies a plausible link
between the chosen photograph
and the identified key words /
phrase / idea.
eg “seen from the air, a city that
looks on fire”
The sun is going down so it
looks like the whole city is
burning. But the family are filled
with hope for a new life after
their ordeal. The brightness of
the city draws their attention.
Achievement with Merit
Achievement with Excellence
NCEA Level 1 Drama (90011) 2010 — page 2 of 6
Question One cont’d
Question
Achievement
Achievement with Merit
(b)
D
Dd
Describes how the chorus
could use voice to interpret the
lines
Describes in detail how the
chorus could use voice to
interpret the lines
AND
AND
Uses some relevant terms (eg
pace, pitch, volume).
Uses several relevant terms.
eg
The chorus will use volume by
making the first line get louder
and louder. Then there will be a
pause. Then one person will say
“hypnotic” in a soft voice.
The chorus will use volume by
making the first line get louder
and louder. Then there will be a
pause. Then one person will say
“hypnotic” in a soft voice. The
rest of the chorus will echo the
word “hypnotic” several times.
Half the chorus will hum like
bees in the background as the
other half say lines 14–16.
After the words “a humming”,
half the chorus will hum like
bees in the background,
continuing to the end of line 16.
The other half of the chorus will
say lines 15–16. Line 16 will be
spoken at a low pitch and with a
slight pause after each word. All
the chorus will then finish the
last word, “humming”, stretching
it out with an “mmmmmm”
sound.
(c) (i)
D
Describes how the chorus
could use space to perform a
specified part of this extract
Dd
Describes in detail how the
chorus could use space to
perform a specified part of this
extract
AND
Uses some relevant terms (eg
levels).
eg
The chorus will move into a V
shape with the man at the back
in the point of the V. He will be
on a higher level.
The chorus will move into a V
shape with the man at the back
in the point of the V. He will be
on a higher level.
The V will cover the whole
stage. The members of the
“arms” of the V will kneel. They
will all look forward, into the
audience.
Achievement with Excellence
NCEA Level 1 Drama (90011) 2010 — page 3 of 6
Question One cont’d
Question
Achievement
Achievement with Merit
(c) (ii)
D
Dd
Describes how the chorus
could use at least one of
body language / action /
movement to perform the
specified part of this extract
Describes in detail how the
chorus could use at least one of
body language / action /
movement to perform the
specified part of this extract
AND
AND
Uses some relevant terms
(eg unison).
Uses some relevant terms.
Achievement with Excellence
eg
As they say the lines they
would lift their arms in
unison and then look left,
sharply.
(iii)
As they say the lines they would
lift their arms and then drop
them in canon. They would look
left, then right, sharply in unison
on the last word.
D
Dd
Describes the effect on the
audience of EITHER space
OR body language / action /
movement.
Describes in detail the effect
on the audience of EITHER
space OR body language / action
/ movement.
eg
Ddc
Describes the effect on the
audience of the combination of
space AND body language / action /
movement.
eg
The use of levels shows the
audience who the leader is.
The use of levels shows the
audience who the leader is.
The V-shape emphasises that
they are all part of the same
family and they work together
and make decisions together.
The combination of the V shape and
the levels with the movement of the
arms would emphasise to the
audience who the leader of the
group is. The sharp looks to the left
and right in unison show that they
always work together and that they
are worried about threats to their
safety.
(d)
D
Dd
Ddc
(i) (ii)
Describes the effect of the
use of ONE production
technology.
Describes in detail the effect of
the use of ONE production
technology.
Describes in detail the effect of the
use of ONE production technology
AND
Explains how it would add to the
effects described in parts (b) and (c).
eg
eg
eg
I would use lighting to show
that this is the end of the
day and that the sun is
going down. I would use
red and orange gels on the
cyclorama to show sunset.
I would use lighting to show that
this is the end of the day and
also that the city is burning. I
would use red and orange gels
on the cyclorama to show
sunset. Then I would use a
revolving gobo to show the
movement of the fires. This
would revolve over the audience
and over the stage, with orange
gels to show the colour of the
fire.
I would use lighting to show that this
is the end of the day and also that
the city is burning. I would use red
and orange gels on the cyclorama to
show sunset. Then I would use a
revolving gobo to show the
movement of the fires. This would
revolve over the audience and over
the stage, with orange gels to show
the colour of the fire. This would add
to the feeling that these people are
going into a new and possibly
dangerous place.
NCEA Level 1 Drama (90011) 2010 — page 4 of 6
Question
TWO
Achievement
Achievement with Merit
Achievement with Excellence
Live Performance
(a)
Rd
RC
Describes how the chosen
technology was used to show
the time and / or place in a
performance.
R
Describes in detail how the
chosen technology was used to
show the time and / or place in a
performance.
Describes in comprehensive
and specific detail how the
chosen technology was used to
show the time and / or place in a
performance.
eg (from The Pohutukawa Tree
by Bruce Mason)
eg
eg
An old gramophone was used to
show that the play is set in the
1950s
An old gramophone was used to
show that the play is set in the
1950s.
An old gramophone was used to
show that this play is set in the
1950s.
The gramophone had a wind-up
handle that Queenie used to
start it. This shows that this is a
very old-style gramophone.
The gramophone had a wind-up
handle that Queenie used to
start it. This shows that this is a
very old-style gramophone.
The stage was in the shape of a
wave or sand dune to show that
they were close to the beach.
OR
OR
OR
Queenie wore an old-fashioned
dress with a waist and a belt. It
showed that the play was set in
the 1950s.
Queenie wore an old-fashioned
dress with a waist and a belt. It
was floral, with blues and
greens, and looked like a dress
my nana would wear. It showed
that the play was set in the
1950s.
Queenie wore an old-fashioned
dress with a waist and a belt. It
was floral, with blues and
greens, and looked like a dress
my nana would wear. It showed
that the play was set in the
1950s.
For the wedding, she wore
Sylvia’s old hat, which was
small and had a net to go over
her eyes.
NCEA Level 1 Drama (90011) 2010 — page 5 of 6
Question Two cont’d
Question
Achievement
Achievement with Merit
Achievement with Excellence
(b) (i)
R
Rd
RC
Describes ONE personal
contribution made to a
production.
Describes in some detail ONE
personal contribution made to a
production.
Describes in comprehensive
detail ONE personal
contribution made to a
production.
eg
eg
eg
I made a mask out of plaster of
Paris. I had to mould the mask
to my partner’s face and then
wait for it to dry.
I made a mask out of plaster of
Paris. I had to put Vaseline® on
my partner’s face, then layer on
the plaster. I made the nose big
and also the cheeks. Then I had
to wait for it to dry.
I made a mask out of plaster of
Paris. I had to put Vaseline® on
my partner’s face, then layer on
the plaster. I made the nose big
and also the cheeks. Then I had
to wait for it to dry.
Then I painted the mask to look
like an old man’s face.
Then I painted the mask to look
like an old man’s face.
Then I painted the mask to look
like an old man’s face. I added
whiskers, bushy eyebrows and
a moustache.
This was for our class play.
This was for our class play.
This was for our class play,
where we all wore masks to
show our characters.
(b) (ii)
R
Rd
RC
Reflects on learning through
this experience.
Reflects in some detail on
learning through this
experience.
Reflects in comprehensive
detail on learning through this
experience.
eg
eg
eg
I learnt how to use plaster of
Paris to make a mask.
I learnt how to use plaster of
Paris to make a mask.
I learnt how to use plaster of
Paris to make a mask. Using
paint and fur was very effective
as it brought my mask to life.
The eyebrows, especially, made
the mask look a lot more like an
old man.
I also learned that when you
wear a mask as a character,
you have to make sure that the
audience can hear your voice
because the mask can cover
your mouth and make it difficult
to speak and breathe.
I also learned that when you
wear a mask as a character,
you have to make sure that the
audience can hear your voice
because the mask can cover
your mouth and make it difficult
to speak and breathe.
NCEA Level 1 Drama (90011) 2010 — page 6 of 6
Judgement Statement
Question
Achievement
Achievement with Merit
Achievement with Excellence
ONE
3D
2 Dd + 3 D
1 Ddc + 3 Dd
TWO
1R
1 Rd + 1 R
1 RC + 1 Rd
Codes
D
= Describes
Dd = Describes in detail
Ddc = Describes in detail how components combine
R
= Reflects
Rd = Reflects in detail
RC = Reflects comprehensively