1. Save this template to your school network or computer and alter it for your own assessment design or copy the below information into your school-based assessment instrument template. 2. Delete the information that is not relevant to your assessment, e.g. if the task is for Year 11, delete the Year 12 conditions. Information is provided in tables so to delete, highlight the row you wish to remove, right click, and select Delete Rows. 3. Replace the red text with your school- and task-specific information. 4. Ensure all information has been completed, i.e. no red text remains. 5. Delete this instructional text. Insert school-specific information, e.g. school name, logo Drama Forming — Non-practical technique: Devising — original dramatic concept (written, spoken/signed or multimodal) Context Insert context Task Insert task and/or stimulus material Supporting documentation Outline of the devised concept with annotations showing choices about management and shaping of the dramatic languages in relation to purpose, context and meaning. For written responses, the dramatic concept created by the student must be included in the student folio. For spoken/signed and multimodal responses, notes and other materials indicating choices about management and shaping of the dramatic languages in relation to purpose, context and meaning. Conditions for Forming: Devising — original dramatic concept Year 11 Individual Written: 800–1000 words Spoken/signed:3–4 minutes Multimodal: 3–5 minutes Annotated sketches, appendixes and referencing, when appropriate Various stimulus texts and other materials, provided by teacher and/or student Preparation time: 3–4 weeks class/home For written responses, teacher consultation and feedback on two drafts during preparation time For spoken/signed and multimodal responses students may rehearse the delivery of their dramatic concept Year 12 Individual Written: 1000–1200 words Spoken/signed: 4–5 minutes Multimodal: 5–7 minutes Annotated sketches, appendixes and referencing, when appropriate 1 Various stimulus texts and other materials, provided by teacher and/or student Preparation time: 3–4 weeks class/home For written responses, teacher consultation and feedback on two drafts during preparation time For spoken/signed and multimodal responses students may rehearse the delivery of their dramatic concept 2 1. Replace the red text with your school- and task-specific information. 2. Make the standards instrument-specific. (Words may not be added to the standards except in the case of skills of drama where the skill should be named, e.g. the skill of directing.) 3. The following words may be used in the singular: forms, styles, skills of drama, purposes, contexts. 4. Ensure all information has been completed, i.e. no red text remains. 5. Delete this instructional text. Insert school-specific information (if required) 2 Forming Instrument-specific standards matrix 3 Standard A Standard B Standard C Standard D Standard E The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: perceptive and skilful management of elements of drama to create dramatic action skilful management of elements of drama to create dramatic action management of elements of drama to create dramatic action partial management of aspects of elements of drama to make dramatic action partial use of aspects of elements of drama to make dramatic action perceptive and skilful use of a range of conventions of forms and styles, and skills of drama to shape dramatic action skilful use of a range of conventions of forms and styles, and skills of drama to shape dramatic action use of a range of conventions of forms and styles, and skills of drama to shape dramatic action partial use of conventions of forms and styles, and skills of drama to make dramatic action partial use of aspects of conventions of forms and styles, and skills of drama to make dramatic action insightful and skilful synthesis of the dramatic languages, purposes and contexts to create dramatic action and meaning. skilful synthesis of the dramatic languages, purposes and contexts to create dramatic action and meaning. synthesis of the dramatic languages, purposes and contexts to create dramatic action and meaning. partial use of purposes and contexts to make dramatic action and superficial meaning. partial use of aspects of purposes and contexts to make dramatic action.