NCEA Level 1 Drama (90011) 2007 – page 1 of 5
Assessment Schedule – 2007
Drama: Understand and reflect on drama processes and performance, applied to new
context(s) (90011)
Evidence Statement
Question
One
(a),
(b), (c)
Evidence
Code
A
M
E
Identifies the part of the process of developing
or using the technology
I
2I
2  Ie
2  Iee
Supporting evidence included
Ie
Supporting evidence is comprehensive and is
clear
Iee
Parts of the processes shown in the photographs could include:
Costume
 sketching
 choosing materials and colours
 designing
 wearing
Lighting
 learning to use equipment
 workshopping
 rigging and hanging
 changing a bulb
 demonstrating equipment
Makeup
 applying
 following a design
 creating a character
Mask
 wearing
Set
 designing
 making a model
Digital projection
 playing
eg Photograph 3
I
(i) Technology: Set
(ii) Part of process: Creating a model of the set
Ie
(i) Technology: Set
(ii) Part of process: Creating a model of the set
(iii) This is a photograph of a model of a set. It is smaller than a real set and is made of cardboard and wood. The
actors are little plastic models. This set has a spiral in the centre and a ramp for the actors to walk up. A set
model is used to show people what the real set will look like.
Iee
(i) Technology: Set
(ii) Part of process: Creating a model of the set
This is a photograph of a model of a set. It is smaller than a real set and is made of cardboard, balsa wood, nylon
string and a clear plastic tube. The actors are little plastic models. The model of the set shows the relative size and
shape of the acting space, levels that are used, and colours. This set shows a spiral in the centre on which actors
can walk. The spiral continues up into the air above the actors’ heads as a clear coil. At the top of the spiral is a
large circular platform with a tower on it. The tower could represent a church as it has a cross on the top. A model
of the set can be taken to production meetings. One reason for this is so that others can see what the set will look
like, and the lighting and costume designers can coordinate colours so that the actors don’t blend into the
background, or clash because of lighting.
NCEA Level 1 Drama (90011) 2007 – page 2 of 5
Question
Two
(a)
(b)
(c)
Evidence
Code
A
M
E
Describes how the set has been used to show a
lighthouse
D
or
2D
2  Dd
1  Dd
Includes specific detail
Dd
Describes how body or space has been used to create
the mood(s) stated
D
or
Includes specific detail
Dd
Describes how sound could be used to create an effect
D
or
Includes specific detail
Dd
Describes how lighting has been used in the photo to
create an effect
D
or
Includes specific detail
Dd
Describes how sound and the lighting shown could be
used in combination to create an effect
Includes specific detail
Ddc
1  Ddc
eg Question Two (a)
D
We know it is a lighthouse because the tower is triangular and it has a light on top.
Dd
We know it is a lighthouse because the tower is triangular. It is made of metal and has a steel balcony for a lookout
near the top, like a crow’s nest. It has a spiral staircase inside showing that it is a narrow space. There is a large
search-type lamp at the top. The tower is set on a hexagonal rostrum that is raised on legs to make it look like an
island in the sea.
Note: Do NOT accept points about costume. Points about furniture and lighting may be accepted.
eg Question Two (b)
Dd
(i) The actors are sitting playing cards. The actor stage left is sitting back in his chair and his arms are relaxed in
his lap. The actor stage right is leaning forward with his chin on his hand as if considering his next move.
(ii) The mood is relaxed and calm.
eg Question Two (c) – Photograph 7
Ddc
(i) I would use background sounds of seagulls screaming in the distance and waves crashing on rocks. The
waves would be quite rough as the cyclorama looks stormy with the blues and reds shown. There could also be
the sound of the wind blowing loudly. I would also include the sound of a radio playing and crackling. The light
at the top would rotate and flash across the audience. Only the lighthouse is lit centre-stage and the rest of the
stage appears to be black.
(ii) The sound of seagulls and of waves crashing on rocks would show that it is set at sea. The radio would
emphasise the isolation from other people. The contrast of the flashing light against the darkness would further
emphasise the isolation as only the lighthouse would be continuously lit and the space around it would be dark
between flashes.
Note: candidates need only show ONE effect from the combination of techniques to achieve excellence, provided
sufficient detail of how techniques are to be used is provided.
Question
Evidence
Code
A
M
E
NCEA Level 1 Drama (90011) 2007 – page 3 of 5
One
(d)
(i) (ii)
(iii)
Reflects on drama processes by
giving an example of the
development or use AND purpose
(time or place or role) of a drama
technology.
Rpr
Reflects critically on drama
processes by evaluating the
effectiveness of the use of the
technology. Gives reasons for this.
RCpr
(e)
(i) (ii)
Reflects on drama processes by
giving an example of a use of drama
techniques to deliver a line of
dialogue to show an aspect of
character or situation.
Rpr
(iii)
Reflects critically on drama
processes by evaluating the
effectiveness of the use of techniques
to deliver the line. Gives reasons for
this.
RCpr
Two
(d)
(i) (ii)
Reflects on drama performance by
giving an example of how an actor
used drama techniques to show a
moment of conflict or tension.
Rpf
(iii)
Reflects critically on drama
performance by evaluating the
actor’s use of techniques to show the
moment of conflict or tension, making
a judgement about their
effectiveness.
RCpf
(e)
(i) (ii)
Reflects on drama performance by
giving an example of how setting was
created by the use of set or space or
body.
Rpf
(iii)
Reflects critically on drama
performance by evaluating how
effective the use of set or space or
body was in creating the setting.
RCpf
1  Rpr
1  Rpr
1  RCpr
1  Rpf
1  Rpf
plus
1  RCpf
plus
1  other
Rpr / Rpf
1  other
Rpr / Rpf / RCpr /
RCpf
NCEA Level 1 Drama (90011) 2007 – page 4 of 5
eg Question One (d) – Makeup
Rpr
(i) I used stage makeup to age my face and show that my character was seventy.
I applied lines to her forehead using a black pencil then blended them to create wrinkles. I also used a base
that was one shade lighter than my skin tone to show her age, and created shadow under my cheekbones
using #8 base to make my face look drawn.
(ii) This showed that my character was old and tired from her difficult life.
RCpr
(iii) I think that my use of makeup was effective. I blended the pencil lines well so that the wrinkles on my forehead
looked deeper and more permanent than my own ones.
The shading under my cheekbones helped to make my face look longer and thinner, showing that my character
was tired.
Using a lighter base was also effective because it created more of a contrast between the shading than my
normal base colour does, and it made my skin seem thinner, like an older person’s.
eg Question One (e) – Character
Rpr
Line of Dialogue: “My mother says she’s … oh never mind.”
(i) I used pause to show my character’s change in motivation. I pause after “says”, and take a breath in to build
the tension and to emphasise the insult coming, but then include a longer pause, and look away from the other
girls as I realise that everyone is looking at me and I do not want that much attention. The longer pause
removes the tension and I lower my voice to let the line drift away.
(ii) I want to show that my character is carried away by the gossip and wants to join in by making up a lie, but then
becomes shy when she finally gets the attention she wants, and can’t go through with it.
RCpr
(iii) My use of pause in this way was effective because it showed that my character wants to be liked by the other
girls but is not brave enough to stand out from the crowd. By using the pauses, I was able to show her change
of mind mid-sentence, and the audience could see into my character’s thoughts. Without the pauses, there
would have been no reason for my character to say “never mind”.
eg Question Two (e) – Set in “The Judas Zoo”
Rpf
(i) A setting in the performance was the prison that was the Judas Zoo.
(ii) They created this setting from a big cage constructed of scaffolding. There were about 9  9 3D boxes created
by the scaffolding.
The scaffolding represented the bars of the zoo, and each part of the scaffolding represented a character’s cell
in the prison.
RCpf
(iii) The use of the scaffolding was very effective. The play was set in the future, and the use of silver metal
scaffolding complemented by a deep blue lighting on the cyclorama behind gave a space-age feel to the set.
The actors were able to use different parts of the scaffolding at different times. Initially they were all in their
separate cubes in the scaffolding, which helped the audience to get to know each of the nine characters.
When they moved around, it showed the different alliances that had been formed and how the balance of
power split and shifted within the groups as the actors grouped in different parts of the scaffolding.
NCEA Level 1 Drama (90011) 2007 – page 5 of 5
Judgement Statement
Question and Criterion
Achievement
Achievement with
Merit
Achievement with
Excellence
2I
2  Ie
2  Iee
2D
2  Dd
1  Dd
One
(a), (b), (c)
First criterion
Two
(a), (b), (c)
1  Ddc
Second criterion
One
(d), (e)
Two
(d), (e)
1  Rpr
1  Rpr
1  RCpr
1  Rpf
1  Rpf
1  RCpf
plus
plus
1  other Rpr / Rpf
1  other
Rpr / Rpf / RCpr / RCpf
Third criterion
Codes
I
= Identifies a drama process
Ie
= Identifies a drama process with supporting evidence
Iee
= Identifies a drama process with clear and comprehensive supporting evidence
D
= Describes a way in which a component of drama produces an effect
Dd
= Describes, in detail, a way in which a component of drama produces an effect
Ddc
= Describes, in detail, a way in which components of drama combine to produce an effect
Rpr
= Reflects on a drama process
Rpf
= Reflects on a drama performance
RCpr = Reflects critically on a drama process
RCpf = Reflects critically on drama performance