Cambridge IGCSE Drama (Syllabus 0411)
Coursework Training Handbook Revised 2010
CONTENTS Page Introduction
2
Overview of Scheme of Assessment
3
Preparing for the coursework assignments
3
Resources
6
Marking coursework
7
How to complete the Handbook
8
Assessment criteria for coursework
9
Example of a completed Individual Candidate Mark Sheet
10
SECTION A: COMMENTARY ON TEXT-BASED PIECES
11
Individual pieces ! Example 1 – The Star-Spangled Girl by Neil Simon ! Example 2 – Fences by August Wilson ! Example 3 – Charged by Eric Kaiser ! Example 4 – The Bullet by Joe Penhall ! Example 5 – Lady Windermere’s Fan by Oscar Wilde ! Example 6 – Anorak of Fire by Stephen Dinsdale ! Example 7 – My Mother Said I Never Should by Charlotte Keatley ! Example 8 – Antigone by Sophocles
12 14 16 18 20 22 24 26
Group pieces ! Example 9 – The Importance of Being Earnest by Oscar Wilde ! Example 10 – The Importance of Being Earnest by Oscar Wilde ! Example 11 – Blue Remembered Hills by Dennis Potter
28 30 33
SECTION B: COMMENTARY ON DEVISED PIECES
38
Individual pieces ! Example 12 – Behind Beauty ! Example 13 – Crime Doesn’t Pay ! Example 14 – The Measure of a Man ! Example 15 – Cold Nights, Bad Nights ! Example 16 – Now, Doc ! Example 17 – Dream vs Destiny
39 41 43 45 47 49
Group pieces ! Example 18 – The Poisoning of Litvinenko ! Example 19 – Unwanted Anna
51 54
On completion of the Handbook
57
Acknowledgements
58
Introduction The Cambridge IGCSE Drama syllabus was developed for first examination in June 2002 and candidate numbers have grown steadily since then. It offers a distinctive perspective on Englishlanguage drama in an international setting and offers candidates a practically-based qualification with an appropriate level of intellectual rigour. This handbook provides a guide to the Coursework component in the Cambridge IGCSE Drama syllabus (Syllabus 0411). It applies to the syllabus for examination in June 2010 onwards. The focus of this handbook is on Paper 2 (Coursework) and its purpose is to give advice and clarification on: ! !
the nature of the coursework that candidates will complete assessing the work according to the IGCSE standard
Before Centres are allowed to mark candidates’ coursework for Cambridge IGCSE Drama, at least one teacher at the Centre must be accredited by CIE to assess (and internally moderate) the work. This is a fundamental requirement, even though the work itself will still be subject to external scrutiny and moderation by a Moderator appointed by CIE. A teacher wishing to seek accreditation by using this Coursework Training Handbook will need to assess the performances on the DVD in the light of the guidance and advice given here, and send marks on these to CIE using the separate pro forma for each candidate. You will see that some forms are completed for you showing both comments and marks. For others you are asked to insert either marks only or comments and marks. Any accreditation already granted to conduct coursework assessment remains valid. Even though they will not need to assess the sample performances, currently accredited teachers of the syllabus will still find the rest of the material in this handbook of use.
2
Overview of Scheme of Assessment All candidates take Paper 1 (Written examination) and Paper 2 (Coursework). Component
Name
Duration
Weighting
Paper 1
Written examination
2 hours 30 mins
40%
Paper 2
Coursework
–––
60%
The focus of this handbook is on the preparation, assessment, submission and moderation of the work for Paper 2 (Coursework). For guidance on Paper 1 (Written examination) please refer to the Cambridge IGCSE Drama Standards CD-ROM.
Preparing for the coursework assignments (Paper 2) The coursework component is worth 60% of the marks for the syllabus. Candidates’ work must be marked according to the assessment criteria in the syllabus and recorded onto a DVD or VHS video cassette for submission to CIE. Coursework recordings will then be moderated by an external Moderator appointed by CIE (refer to the syllabus for detailed instructions on sending Coursework to CIE for moderation).
Number of pieces to be produced Each candidate in the Centre will be assessed on three pieces of practical work: !
One individual piece (max 5 mins): either original devised work or a performance of an extract from a piece of repertoire.
!
Two group pieces (max 15 minutes each): one original devised piece and one performance of an extract from a piece of repertoire.
This should not be the total practical work undertaken in the course. It is assumed that a range of pieces will be produced at regular intervals during the two years of the course and that from these the best three will be selected. This means that Centres need to make recordings of candidates’ work as it happens during the course. Remember, though, that you need to make recordings of each finished piece (rather than work in progress) in order to be able to assemble the chosen pieces for final assessment.
Balance between group work and individual work There is more group work than individual work. Each candidate will be assessed in two group pieces and one individual piece. In most cases, it will be more straightforward for teachers to support group work since it is likely to be created and rehearsed largely within class time. Individual pieces may be rehearsed at the candidate’s home or elsewhere and, although these pieces need support, there is more flexibility for candidates to rehearse outside the classroom situation. Time must be allocated during the course for candidates to master techniques of solo performance.
3
Performing repertoire (text-based pieces) At least one of the group pieces must be a text-based piece, i.e. a piece of repertoire. Candidates’ individual piece may also be from repertoire. Text-based pieces must be from a stage play and not from a poem, story, film or any other genre of writing. This syllabus in Drama is concerned only with plays, and examples of suitable repertoire are included in the Principal Examiner’s report after each examination session. There are a number of factors to be taken into account when selecting suitable text-based pieces for candidates. The following are important considerations: ! ! ! ! ! !
the accessibility of the plays selected; the skills of the teacher(s) (introducing the styles of work in which they feel most confident); the skills and background of different members of the group; the size of the group (if there are two teaching groups, they could study different pieces); the balance between male and female; the length of the extract from the chosen play (is it a good example of how that playwright normally writes plays? Will it be easy to select extracts for performance as a piece of repertoire?).
The answers to these will vary from year to year. To some extent compromise will always be necessary since there is no such thing as the ideal piece which caters for everyone in the group equally. Candidates are assessed on their ability to: ! ! ! !
understand the performance possibilities of text (and other stimuli); understand the differing roles of actor, director, stage manager and technician in its realisation; work towards performance; stage a live performance.
The group piece must last no longer than 15 minutes and care should be taken over the selection of extracts so that dramatic moments are not lost. Each piece must allow each candidate broadly equal exposure. The prescribed group size is between two and six candidates in order to ensure that no candidate is lost in the work. Individual pieces must last no longer than 5 minutes. If the candidate wishes, the individual piece may be a devised piece rather than a piece of repertoire.
Performing original devised material At least one of the group pieces must be the original work of the candidates in the group (i.e. not repertoire). Candidates may also devise their own individual piece. The considerations for selecting repertoire outlined above may also be applied to the devising of original coursework pieces. Candidates are assessed on their ability to: ! ! ! !
devise performance material; reflect upon choices made and refine dramatic material in the light of this reflection; work towards performance; stage a live performance.
4
The group piece must last no longer than 15 minutes and should allow candidates broadly equal exposure. The prescribed group size is between two and six candidates. Individual pieces must last no longer than 5 minutes. If the candidate wishes, the individual piece may be a text-based piece rather than a devised one.
Devised work: dramatic style and intention The syllabus contains a list of specified options on which candidates must base their devised work. The list changes each year, but will always be broad enough for candidates to find a style they feel able to work within. An example of a list of options is given below but please check with the most up-to-date version of the syllabus when planning coursework assignments for your candidates. A different option must be used for each devised piece submitted for assessment. Dramatic techniques ! documentary drama ! a piece of satire ! musical theatre ! Commedia dell’ Arte ! character study Issues ! a social issue ! a political issue ! a domestic issue Extra-dramatic stimuli ! a picture ! a sculpture ! a photograph ! an event in the history of your own country It is not anticipated that candidates will have a free choice of option. This is because teachers will need to teach technique work appropriate to the style in which the candidates will be working. It may be that in a given school, only two or three of the options on the list are offered. This is acceptable since it is better for candidates to be competent in a small number of styles than to dabble in all of them. In the case of some styles, e.g. comedy, there needs to be a learning of the craft of creating comedy rather than merely relying on in-jokes.
Performance skills required by candidates As a result of their study of drama, candidates will be expected to have developed the following skills: ! ! ! ! !
the ability to use the English language effectively and dramatically. Candidates will not be penalised because of accent but they should be aware of the expectations associated with certain types of repertoire; the ability to deliver lines in a convincing and varied manner appropriate to the nature of the drama; the ability to demonstrate the physical as well as the vocal dimensions of the work; the ability to shape and craft drama and to take an audience with them as they perform; the ability to create contrast, pace, balance and intensity as appropriate to the piece.
5
Resources Copies of syllabuses, the most recent question papers and Principal Examiners’ reports are available on the Syllabus and Support Materials CD-ROM, which is sent to all CIE Centres. Resources are also listed on CIE’s public website at www.cie.org.uk. Please visit this site on a regular basis as the Resource lists are updated through the year. Access to teachers’ email discussion groups, suggested schemes of work and regularly updated resource lists may be found on the CIE Teacher Support website at http://teachers.cie.org.uk. This website is available to teachers at registered CIE Centres.
6
Marking coursework There are three Assessment Objectives for Paper 2 (Coursework): A Understanding Candidates will be assessed on their ability to demonstrate understanding of: ! the performance possibilities of text and other stimuli, and ! the differing roles of actor, director, stage manager and technician in its realisation. B Devising Candidates will be assessed on their ability to devise dramatic material and reflect on its effectiveness. C Performing skills Candidates will be assessed on their performing skills in Drama. Assessment Objective A: Text-Based Pieces Assessment Objective A assesses how candidates have approached the interpretation of the text. ! If only one piece of text-based work is used for final assessment, the mark awarded is the final mark for Assessment Objective A. ! If two pieces of text-based work are used for final assessment, add together the marks awarded for each piece, divide by two and enter this average mark as the final mark for Assessment Objective A. Do not round the mark up or down at this stage. Assessment Objective B: Original Devised Pieces Assessment Objective B assesses how skilfully candidates have devised their own piece. ! If only one piece of original devised work is used for final assessment, the mark awarded is the final mark for Assessment Objective B. ! If two pieces of original devised work are used for final assessment, add together the marks awarded for each piece, divide by two and enter this average mark as the final mark for Assessment Objective B. Do not round the mark up or down at this stage. Assessment Objective C: Performing Skills All pieces are marked on Assessment Objective C, performing skills. ! Add together the marks awarded for Assessment Objective C for each of the three pieces, divide by three and enter this average mark as the final mark for Assessment Objective C. Do not round the mark up or down at this stage. Add together the final marks for each Assessment Objective to give a total mark for each candidate out of 60. At this stage round up 0.5 and above, and round down below 0.5. Please double check all addition as even small errors create problems. When all assessments are finished, transfer each candidate’s total mark to the computer-printed Internal Assessment Mark Sheet (MS1) provided by CIE.
Filling in the Individual Candidate Mark Sheets (0411/C) An example of a fully completed form is provided on page 10 for reference purposes only.
7
How to complete the Handbook In order to complete the handbook, study the DVD clips in conjunction with the Assessment Criteria on the following page and the Individual Candidate Mark Sheets in Sections A and B of this handbook (Examples 1–19). Please work through the examples in the order in which they appear in the handbook. Section A – Commentary on text-based pieces (repertoire) (Assessment Objectives A and C) ! ! !
Marks and comments are already supplied for Examples 1, 2, 3, 9, 10A and 11A. Enter the marks you would award for Examples 4, 5, 11B and 11C. Enter the comments and marks you would award for Examples 6, 7, 8, 10B and 11D.
Section B – Commentary on devised pieces (Assessment Objectives B and C) ! ! !
Marks and comments are already supplied for Examples 12, 13, 18A and 19A. Enter the marks you would award for Examples 14, 15 and 18B. Enter the comments and marks you would award for Examples 16, 17 and 19B.
8
ASSESSMENT CRITERIA FOR COURSEWORK Assessment Objectives A
Text-Based Pieces. To understand the performance possibilities of text and other stimuli and the differing roles of actor, director, stage manager and technician in its realisation
B
Original Devised Pieces. To devise dramatic material and reflect on its effectiveness
OR
C
Performing Skills (ALL PIECES)
AND To demonstrate performance skills in Drama
BAND 5
BAND 4
BAND 3
BAND 2
BAND 1
1 – 3 Marks
4 – 6 Marks
7 – 9 Marks
10 – 12 Marks
13 – 15 Marks
Recognises one or two possibilities and attempts to use them. Marginal understanding of differing roles.
Understands some dramatic possibilities and successfully employs them with rudimentary skill. Some insight into differing roles.
Demonstrates understanding in shaping and structuring and employs appropriate skills competently. A degree of insight into roles.
Identifies and develops the potential to create dramatic material and interprets it effectively through a skilful use of shaping, selecting and structuring. Clear insight into roles.
Interpretation, shaping, selecting and structuring of dramatic material are all of a consistently accomplished nature. There is effective insight into the various roles involved.
1 – 3 Marks
4 – 6 Marks
7 – 9 Marks
10 – 12 Marks
13 – 15 Marks
Clear intentions; identifies when a process is not working and suggests or makes basic changes to the course of action.
Competently identifies intention and style. Problems encountered during the devising or rehearsal process are identified and tackled with solutions and alternatives that facilitate the achievement of the defined purpose.
Recognises the need to adapt and shape the material to communicate its meaning. Produces flexible and imaginative dramatic work in a skilful manner.
Consistent approach to the performance process; mature reflection enables the dramatic intention to be executed in an accomplished manner.
6 – 11 Marks
12 – 17 Marks
18 – 23 Marks
24 – 30 Marks
Performs with some fluency with some stylistic awareness.
Performs competently with a degree of stylistic awareness and in a fairly engaging manner.
Identifies when a course of action is working or not working. Intentions are occasionally clear.
1 – 5 Marks Performs with occasional fluency. Glimpses of stylistic awareness.
9
Performs confidently and fluently with consistent stylistic awareness and engages the audience.
Performs with flair and sensitive stylistic understanding; consistently engaging.
EXAMPLE OF A COMPLETED INDIVIDUAL CANDIDATE MARK SHEET 0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet
IMPORTANT NOTE: Please complete one form for each candidate (also available electronically) in accordance with the marking instructions in the syllabus. International School of the Seven Seas Centre Number X Y 3 4 5 Centre Name Sam Wise Candidate Number 5 6 7 8 Candidate Name Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title: The Importance of Being Earnest by Oscar Wilde Sam struggled with this extract and, although he was keen to take the part of Jack, he struggled throughout with the natural rhythms of the words. At times it was difficult to tell what the dialogue was about and there was little evidence that he understood the meaning of what he was saying.
Mark
5 Notes on Assessment Objective B: (Devised pieces) Piece 1 GROUP Title: The Dentist Option*: Commedia dell’Arte An outstanding piece of comic work. Sam played the role of the dentist who had the drill stuck in the patient’s mouth. He was able to create a caricature that worked well and was clearly related to the study of Commedia dell’Arte. The mask work was well thought-out and he was able to lead the group very effectively in the devising process.
Notes on Assessment Objective C Group text-based: The Importance of Being Earnest A disappointing piece of work. The pace was far too rushed and the performance was frustrating for the audience as a result.
Mark
10
Piece 2 (if 2 text-based pieces) Title: Teechers by John Godber
June/November 2 0 0 Teaching set: Mr Jalipintu INDIVIDUAL
Sam has made a good attempt at playing the role of Oggy Moxon in the extract. He remembered his lines well and some of the facial expressions were quite good. He needed to control his physical gestures more as he had a tendency to gesticulate wildly when the energy level was higher and was too static when the energy reduced.
Piece 2 (if 2 devised pieces) Title:
Mark
10
INDIVIDUAL Option*:
Mark
Mark
15
Group devised: The Dentist
Individual:
A strong piece of work: well paced and mature. It was a shame that the other pieces did not have the maturity of this one!
A fair performance – fluent and competent, although there was a need for greater control of pacing of the dialogue.
Mark
26
Teechers
Mark
20
Add together the mark for each piece and divide by 2. Do not round the mark up or down. If one text-based piece only, enter that mark as final.
Final A mark (out of 15)
Add together the mark for each piece and divide by 2. Do not round the mark up or down. If one text-based piece only, enter that mark as final.
Final B mark (out of 15)
Add together the mark for each piece, divide by 3 and enter that mark as final. Do not round the mark up or down.
Final C mark (out of 30)
Notes to identify candidate on video evidence In the solo piece Sam is the only candidate and is therefore easy to recognise. In The Importance of Being Earnest he plays the role of Jack and wears a cap throughout. In The Dentist Sam plays the role of the dentist. There are two male candidates in the group and he is the one dressed in a white coat.
10
9
Round up 0.5 and above, round down below 0.5
7.5
15
18.7 Total mark (out of 60)
41
0411/C EXAMPLE FORM
Section A Commentary on TEXT-BASED (REPERTOIRE) PIECES
Examples 1 – 8: Individual Examples 9 – 11: Group Text-based pieces are marked for Assessment Objectives A and C and the marks are recorded on form 0411/C. Please note that repertoire should be taken from published plays and not from films, novels or musicals. Candidates are encouraged to consider appropriate set, costume and props. Although there are no marks allocated for these, they may contribute to the success of the interpretation of the play. 11
Example 1 Candidate name: Tessa
This is an Individual text-based piece. It is taken from The Star-Spangled Girl by Neil Simon. The teacher’s comments and marks are supplied on the Individual Candidate Mark Sheet. This is an example of an assured piece of work that scores 32 out of a possible 45 marks.
12
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 1
Candidate Number
0
0
0
1
Centre Name
International School of the Seven Seas
Candidate Name
Tessa
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title:
Mark Notes on Assessment Objective B: (Devised pieces) Piece 1 Title: Option*:
GROUP
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet Teaching set:
Piece 2 (if 2 text-based pieces) INDIVIDUAL Title: The Star-Spangled Girl by Neil Simon This is a competent piece. Tessa became hung-up on the Southern dialect and as a consequence some of the comedy suffers both vocally and physically. Tessa lacked a connection with the material. Some of the shaping of the Mark dialogue did not recognise the potential for comedy. 10 Piece 2 (if 2 devised pieces) Title:
INDIVIDUAL Option*:
Mark Notes on Assessment Objective C Group text-based
Mark
Group devised
Mark
Mark
Notes to identify candidate on recorded evidence
Individual The Star-Spangled Girl A missed opportunity. With a little more understanding and application of style this could have been a stronger and more captivating monologue. There is too much emphasis on facial expression and upper body movement. She is fixed to the spot, physically.
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final. Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final.
Final A mark (out of 15)
Final B mark (out of 15)
Final C mark (out of 30)
Mark 22
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
13
0411/C
Example 2 Candidate name: Serena
This is an Individual text-based piece. It is taken from Fences by August Wilson. The teacher’s comments and marks are supplied on the Individual Candidate Mark Sheet. This is an example of a fairly assured piece of work that scores 30 out of a possible 45 marks.
14
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 2
Candidate Number
0
0
0
2
Centre Name
International School of the Seven Seas
Candidate Name
Serena
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title:
Mark
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet Teaching set:
Piece 2 (if 2 text-based pieces) INDIVIDUAL Title: Fences (Rose) by August Wilson Serena developed a good costume and set to present her performance. She was fluent and clear in her learning of lines, using variety to good effect. The decision to use a sleeping partner was good, but encouraged Serena to wander rather aimlessly during the performance. Mark 11
Notes on Assessment Objective B: (Devised pieces) Piece 1 Title: Option*:
GROUP
Piece 2 (if 2 devised pieces) Title:
Mark
Final B mark (out of 15)
Option*:
Mark
Group devised
Mark
Individual Fences Fluent, clear and generally effective. She paced her lines quite well, but lacked focus in terms of delivery. Needed more contrast of performance dynamic.
Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final. Final C mark (out of 30)
Mark 19
Notes to identify candidate on recorded evidence
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final.
INDIVIDUAL
Mark Notes on Assessment Objective C Group text-based
Final A mark (out of 15)
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
15
0411/C
Example 3 Candidate name: Tim
This is an Individual text-based piece. It is from Charged by Eric Kaiser. The teacher’s comments and marks are supplied on the Individual Candidate Mark Sheet. This is a weak piece of performance work that scores 15 out of a possible 45 marks.
16
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 3
Candidate Number
0
0
0
3
Centre Name
International School of the Seven Seas
Candidate Name
Tim
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title:
Mark Notes on Assessment Objective B: (Devised pieces) Piece 1 Title: Option*:
GROUP
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet Teaching set:
Piece 2 (if 2 text-based pieces) Title: Charged by Eric Kaiser
Tim has understood enough of the nature of the piece to be able to produce an interpretation of how to approach it in performance. His decision to use a metallic set and a flashing collar helps with the effect but this creates a prop he becomes dependent on in performance. There is some degree of insight into the changing role of the character and a suitable balance of movement and speech. The blocking choices in relation to the set could have been much better thought through.
Piece 2 (if 2 devised pieces) Title:
5
Mark
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final. Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final.
Mark
Notes to identify candidate on recorded evidence
Tim’s performance keeps going and he is able to demonstrate some understanding of the text as he attempts the move from the robotic state to the human. His delivery had considerable scope for greater confidence and he would have done better not to have wandered around so aimlessly. His gestures and physicality are too restrained and he needs to develop the use of space around the table. The character is generally unconvincing.
Final B mark (out of 15)
Final C mark (out of 30)
Individual Charged
Group devised
Mark
Mark
INDIVIDUAL Option*:
Mark Notes on Assessment Objective C Group text-based
Final A mark (out of 15)
INDIVIDUAL
Mark 10
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
17
0411/C
Example 4 Candidate name: Benny
This is an Individual text-based piece. It is from The Bullet by Joe Penhall. The teacher’s comments are supplied on the Individual Candidate Mark Sheet. Taking account of the teacher’s comments please award a mark for Objective A and Objective C in the boxes provided.
18
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 4
Candidate Number
0
0
0
4
Centre Name
International School of the Seven Seas
Candidate Name
Benny
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title:
Mark
Notes on Assessment Objective B: (Devised pieces) Piece 1 Title: Option*:
GROUP
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet Teaching set:
Piece 2 (if 2 text-based pieces) INDIVIDUAL Title: The Bullet (Mike) by Joe Penhall Benny carefully structured the monologue to draw the audience in, and his choices, particularly the use of pitching and pausing are skilful. The decision to sit down was potentially limiting.
Mark
Piece 2 (if 2 devised pieces) Title:
Option*:
Mark
Final B mark (out of 15) Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final. Final C mark (out of 30)
Individual The Bullet
Group devised
Mark
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final.
INDIVIDUAL
Mark Notes on Assessment Objective C Group text-based
Final A mark (out of 15)
Mark
Notes to identify candidate on recorded evidence
This is a generally engaging piece that demonstrates Benny’s ability to communicate a part to the audience. His empathetic approach ensures that the role is projected succinctly. Whilst there is scope for greater physicality, his facial expressions and crafting of the dialogue are good.
Mark
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
19
0411/C
Example 5 Candidate name: Molly
This is an Individual text-based piece. It consists of a scene from Lady Windermere’s Fan by Oscar Wilde. The teacher’s comments are supplied on the Individual Candidate Mark Sheet. Taking account of the teacher’s comments please award a mark for Objective A and Objective C in the boxes provided.
20
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 5
Candidate Number
0
0
0
5
Centre Name
International School of the Seven Seas
Candidate Name
Molly
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title:
Mark
Notes on Assessment Objective B: (Devised pieces) Piece 1 Title: Option*:
GROUP
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet Teaching set:
Piece 2 (if 2 text-based pieces) INDIVIDUAL Title: Lady Windermere’s Fan by Oscar Wilde As Mrs Erline, Molly selected appropriate costume and set, using an actor to aid her performance. Good pace, gesture, proxemics, good vocal clarity. Characterisation effective.
Mark
Piece 2 (if 2 devised pieces) Title:
Option*:
Mark
Mark
Mark
Notes to identify candidate on recorded evidence
Final B mark (out of 15) Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final. Final C mark (out of 30)
Individual Lady Windermere’s Fan A beautifully controlled performance. Hugely stylistically aware and entertaining.
Group devised The Good and the Bad
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final.
INDIVIDUAL
Mark Notes on Assessment Objective C Group text-based Black Comedy
Final A mark (out of 15)
Mark
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
21
0411/C
Example 6 Candidate name: Mikel
This is an Individual text-based piece. It is from Anorak of Fire by Stephen Dinsdale. The teacher’s comments and marks have been removed from the Individual Candidate Mark Sheet. Please supply comments and marks for Objective A and Objective C in the boxes provided.
22
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 6
Candidate Number
0
0
0
6
Centre Name
International School of the Seven Seas
Candidate Name
Mikel
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title:
Teaching set:
Piece 2 (if 2 text-based pieces) Title: Anorak of Fire by Stephen Dinsdale
Mark
Notes on Assessment Objective B: (Devised pieces) Piece 1 Title: Option*:
GROUP
Piece 2 (if 2 devised pieces) Title:
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final. Final B mark (out of 15)
INDIVIDUAL Option*:
Mark
Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final. Final C mark (out of 30)
Individual Anorak of Fire
Group devised
Mark
Final A mark (out of 15)
INDIVIDUAL
Mark
Mark Notes on Assessment Objective C Group text-based
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet
Mark
Notes to identify candidate on recorded evidence
Mark
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
23
0411/C
Example 7 Candidate name: Maisie
This is an Individual text-based piece. It is from My Mother Said I Never Should by Charlotte Keatley. The teacher’s comments and marks have been removed from the Individual Candidate Mark Sheet. Please supply comments and marks for Objective A and Objective C in the boxes provided.
24
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 7
Candidate Number
0
0
0
7
Centre Name
International School of the Seven Seas
Candidate Name
Maisie
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title:
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet Teaching set:
Piece 2 (if 2 text-based pieces) INDIVIDUAL Title: My Mother Said I Never Should by Charlotte Keatley
Mark
Notes on Assessment Objective B: (Devised pieces) Piece 1 Title: Option*:
GROUP
Mark
Piece 2 (if 2 devised pieces) Title:
INDIVIDUAL Option*:
Mark Notes on Assessment Objective C Group text-based
Mark
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final.
Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final.
Mark
Notes to identify candidate on recorded evidence
Final B mark (out of 15)
Final C mark (out of 30)
Individual My Mother Said
Group devised
Mark
Final A mark (out of 15)
Mark
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
25
0411/C
Example 8 Candidate name: Pippa
This is an Individual text-based piece. It consists of a scene from Antigone by Sophocles. The teacher’s comments and marks have been removed from the Individual Candidate Mark Sheet. Please supply comments and marks for Objective A and Objective C in the boxes provided.
26
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 8
Candidate Number
0
0
0
8
Centre Name
International School of the Seven Seas
Candidate Name
Pippa
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title:
Teaching set:
Piece 2 (if 2 text-based pieces) Title: Antigone by Sophocles
GROUP
Mark
Piece 2 (if 2 devised pieces) Title:
INDIVIDUAL Option*:
Mark Notes on Assessment Objective C Group text-based
Mark
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final. Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final.
Mark
Notes to identify candidate on recorded evidence
Final B mark (out of 15)
Final C mark (out of 30)
Individual Antigone
Group devised
Mark
Final A mark (out of 15)
INDIVIDUAL
Mark Notes on Assessment Objective B: (Devised pieces) Piece 1 Title: Option*:
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet
Mark
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
27
0411/C
Example 9 Candidate name: Lisa
This is a Group text-based piece. It is from The Importance of Being Earnest by Oscar Wilde. Lisa plays the role of Lady Bracknell. The teacher’s comments and marks are supplied on the Individual Candidate Mark Sheet. This is an example of an outstanding piece of work that is awarded maximum marks.
28
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 9
Candidate Number
0
0
0
9
Centre Name
International School of the Seven Seas
Candidate Name
Lisa (only candidate being assessed here)
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title: The Importance of Being Earnest by Oscar Wilde In this extract from The Importance of Being Earnest Lisa plays Lady Bracknell and demonstrates an outstanding ability to craft the role in terms of accent, role and physicality.
Piece 2 (if 2 text-based pieces) Title:
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet Teaching set:
Mark
Mark
15 Notes on Assessment Objective B: (Devised pieces) Piece 1 Title: Option*:
GROUP
Piece 2 (if 2 devised pieces) Title:
Mark Notes on Assessment Objective C Group text-based Lisa clearly knows how to ‘play’ a character with the audience in mind. She demonstrates complete commitment to the role and achieves a level of performance beyond that required for IGCSE. An outstanding performance.
INDIVIDUAL Option*:
Mark
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final. Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final.
Mark
30
Notes to identify candidate on recorded evidence Lisa plays Lady Bracknell.
Final B mark (out of 15)
Final C mark (out of 30)
Individual
Group devised
Mark
Final A mark (out of 15)
INDIVIDUAL
Mark
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
29
0411/C
Example 10 Candidate names: Amarjit and Matt
This is a Group text-based piece. It is from The Importance of Being Earnest by Oscar Wilde. There are three performers in the piece of whom only two are assessed here. The teacher’s comments and marks for Amarjit are supplied on the Individual Candidate Mark Sheet. This is an example of a consistent performance that scores 29 out of a possible 45 marks. The teacher’s comments and marks for Matt have been removed from the Individual Candidate Mark Sheet. Please supply comments and marks for Objective A and Objective C in the boxes provided.
30
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 10A
Centre Name
International School of the Seven Seas
Candidate Number
0
Candidate Name
Amarjit
1
0
A
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title: The Importance of Being Earnest Amarjit had an extensive role as Ernest Worthing. He learnt his lines well but his interpretation of the scene did not go beyond the portrayal of his own role. Some sections were not handled well.
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet Teaching set:
Piece 2 (if 2 text-based pieces) Title:
INDIVIDUAL
Mark
Mark
9 Notes on Assessment Objective B: (Devised pieces) Piece 1 Title: Option*:
GROUP
Piece 2 (if 2 devised pieces) Title:
INDIVIDUAL Option*:
Mark Notes on Assessment Objective C Group text-based The Importance of Being Earnest A fluid and consistent performance. He did engage the audience, though more variety in tone and interpretation was required. The performance does not fully reflect the ‘mannered’ Mark style of the period in which the 20 play is set.
Mark
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final. Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final.
Mark
Notes to identify candidate on recorded evidence Amarjit plays Ernest Worthing and wears a blue shirt with a dark grey suit in The Importance of Being Earnest.
Final B mark (out of 15)
Final C mark (out of 30)
Individual
Group devised
Final A mark (out of 15)
Mark
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
31
0411/C
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 10B
Centre Name
International School of the Seven Seas
Candidate Number
0
Candidate Name
Matt
1
0
B
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title: The Importance of Being Earnest
Teaching set:
Piece 2 (if 2 text-based pieces) Title:
Mark
Notes on Assessment Objective B: (Devised pieces) Piece 1 Title: Option*:
GROUP
Piece 2 (if 2 devised pieces) Title:
INDIVIDUAL Option*:
Mark
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final.
Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final.
Mark
Final B mark (out of 15)
Final C mark (out of 30)
Individual
Group devised
Mark
Final A mark (out of 15)
INDIVIDUAL
Mark
Mark Notes on Assessment Objective C Group text-based The Importance of Being Earnest
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet
Mark
Notes to identify candidate on recorded evidence Matt wears a black shirt, waistcoat and bow tie in The Importance of Being Earnest. Please note that in this clip Matt’s main appearance is at the start of the piece followed by a brief appearance later on. Please award marks on the basis of the quality of his performance rather than its length.
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
32
0411/C
Example 11 Candidate names: David, Vivien, Mary and Maggie
This is a Group text-based piece, taken from Blue Remembered Hills by Dennis Potter. Only four of the performers are assessed here. The teacher’s comments and marks for David are supplied on the Individual Candidate Mark Sheet. The teacher’s comments for Vivien and Mary are supplied on the Individual Candidate Mark Sheets. Taking account of the teacher’s comments please award a mark for Objective A and Objective C in the boxes provided. The teacher’s comments and marks for Maggie have been removed from the Individual Candidate Mark Sheet. Please supply comments and marks for Objective A and Objective C in the boxes provided.
33
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 11A
Centre Name
International School of the Seven Seas
Candidate Number
0
Candidate Name
David
1
1
A
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title: Blue Remembered Hills by Dennis Potter David enjoyed the physical approach to working on this text, and as the only boy in the group, he added insight to the male characters played by girls. He was aware that he needed to take care with diction and vary his vocal delivery. Mark
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet Teaching set:
Piece 2 (if 2 text-based pieces) Title:
Mark
9 Notes on Assessment Objective B: (Devised pieces) Piece 1 Title: Option*:
GROUP
Piece 2 (if 2 devised pieces) Title:
Mark Notes on Assessment Objective C Group text-based Blue Remembered Hills A confident portrayal of John. David tried hard to communicate the physical nature of the role, especially in the fight. His vocal Mark delivery is fairly confident. 21
Final A mark (out of 15)
INDIVIDUAL Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final.
Final B mark (out of 15)
INDIVIDUAL Option*:
Mark
Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final. Final C mark (out of 30)
Individual
Group devised
Mark
Notes to identify candidate on recorded evidence David is the only boy in Blue Remembered Hills.
Mark
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
34
0411/C
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 11B
Centre Name
International School of the Seven Seas
Candidate Number
0
Candidate Name
Vivien
1
1
B
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title: Blue Remembered Hills by Dennis Potter Vivien gradually built up her confidence as a performer with the piece. At first, she seemed quite threatened by the colloquial language and physical nature of Donald, but she eventually used workshop exercises to produce a credible Mark role. Notes on Assessment Objective B: (Devised pieces) Piece 1 Title: Option*:
GROUP
Teaching set:
Piece 2 (if 2 text-based pieces) Title:
INDIVIDUAL
Mark
Piece 2 (if 2 devised pieces) Title:
Mark Notes on Assessment Objective C Group text-based Blue Remembered Hills A brave performance in front of a large audience. Vivien took on the isolated role of Donald with a degree of focus and belief. Good Mark physicalisation.
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final.
Final B mark (out of 15)
INDIVIDUAL Option*:
Mark
Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final. Final C mark (out of 30)
Individual
Group devised
Mark
Notes to identify candidate on recorded evidence In Blue Remembered Hills Vivien is crouching and rocking at the start as Donald.
Final A mark (out of 15)
Mark
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
35
0411/C
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 11C
Centre Name
International School of the Seven Seas
Candidate Number
0
Candidate Name
Mary
1
1
C
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title: Blue Remembered Hills by Dennis Potter Mary demonstrated an inquisitive, intuitive approach to the text, suggesting ways to add to the physical nature of the children. She took advice from others well, revising her ideas appropriately.
Teaching set:
Piece 2 (if 2 text-based pieces) Title:
GROUP
Mark
Piece 2 (if 2 devised pieces) Title:
Mark Notes on Assessment Objective C Group text-based Blue Remembered Hills An enthusiastic, energetic performance; Mary showed good awareness of the audience and kept up the pace well. Nice vocal Mark expression.
Final A mark (out of 15)
INDIVIDUAL
Mark
Notes on Assessment Objective B: (Devised pieces) Piece 1 Title: Option*:
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet
INDIVIDUAL Option*:
Mark
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final.
Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final.
Final C mark (out of 30)
Individual
Group devised
Mark
Notes to identify candidate on recorded evidence In Blue Remembered Hills Mary comes skipping onto the stage (green jumper).
Final B mark (out of 15)
Mark
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
36
0411/C
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 11D
Centre Name
International School of the Seven Seas
Candidate Number
0
Candidate Name
Maggie
1
1
D
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title: Blue Remembered Hills by Dennis Potter
Teaching set:
Piece 2 (if 2 text-based pieces) Title:
GROUP
Mark
Piece 2 (if 2 devised pieces) Title:
Mark Notes on Assessment Objective C Group text-based Blue Remembered Hills
Mark
Final A mark (out of 15)
INDIVIDUAL
Mark
Notes on Assessment Objective B: (Devised pieces) Piece 1 Title Option*:
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet
INDIVIDUAL Option*:
Mark
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final.
Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final.
Final C mark (out of 30)
Individual
Group devised
Mark
Notes to identify candidate on recorded evidence In Blue Remembered Hills Maggie plays Raymond (in the cowboy hat, with a stammer).
Final B mark (out of 15)
Mark
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
37
0411/C
Section B Commentary on DEVISED PIECES
Examples 12 – 17: Individual Examples 18 – 19: Group Devised pieces are marked for Assessment Objectives B and C and the marks are recorded on form 0411/C. Candidates are encouraged to consider appropriate set, costume and props. Although there are no marks allocated for these, they may contribute to the success of the piece.
38
Example 12 Candidate name: Khyati
This is an Individual devised piece based on a character study, in which the physicality of the performer is derived from the imagery of the tree at the start. The teacher’s comments and marks are supplied on the Individual Candidate Mark Sheet. This is an example of an outstanding piece of work that scores maximum marks.
39
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 12
Candidate Number
0
0
1
2
Centre Name
International School of the Seven Seas
Candidate Name
Khyati
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title:
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet Teaching set:
Piece 2 (if 2 text-based pieces) Title:
INDIVIDUAL
Mark Notes on Assessment Objective B: (Devised pieces) Piece 1 Title: Option*:
GROUP
Mark
Notes on Assessment Objective C Group text-based
Mark
Piece 2 (if 2 devised pieces) Title: Behind Beauty
Khyati worked extremely hard, was committed and determined in rehearsals to succeed as an actress. She researched the roles effectively and was responsible for the set design and costume. Khyati’s mature reflection on rehearsals paid off when she was performing her monologue. She was able to shape a mature and consistently engaging performance through her monologue.
Mark 15
Mark
Notes to identify candidate on recorded evidence
Khyati performed confidently and the consistency was there. Khyati created a believable character and showed imagination and flair in performing the role. It was a poised and confident performance – engaging and entertaining. She was receptive, cooperative and an excellent performer who probably exceeds the standard of IGCSE.
Final A mark (out of 15)
Final B mark (out of 15) Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final. Final C mark (out of 30)
Individual
Group devised
Mark
INDIVIDUAL Option*: character study
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final.
Mark 30
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
40
0411/C
Example 13 Candidate name: Harry
This is an Individual devised piece based on a photo stimulus. The teacher’s comments and marks are supplied on the Individual Candidate Mark Sheet. This is an example of a consistent piece of work that scores 28 out of a possible 45 marks.
41
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 13
Candidate Number
0
0
1
3
Centre Name
International School of the Seven Seas
Candidate Name
Harry
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title:
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet Teaching set:
Piece 2 (if 2 text-based pieces) Title:
INDIVIDUAL
Mark Notes on Assessment Objective B: (Devised pieces) Piece 1 Title: Option*:
GROUP
Mark Notes on Assessment Objective C Group text-based
Mark
Piece 2 (if 2 devised pieces) Title: Crime Doesn’t Pay
Mark 10
Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final. Final C mark (out of 30)
Individual Crime Doesn’t Pay
Group devised
Mark
Final B mark (out of 15)
INDIVIDUAL Option*: a photo
The piece was based on a photo stimulus and built a character based on that stimulus (the photograph is not reproduced here). Harry has a strong feel for character and emotion and has created a scenario that is believable and coherent. However, the overall conception needed a little more development to achieve the pacing necessary. The crafting of dialogue, in particular, needed further work.
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final.
Mark
Notes to identify candidate on recorded evidence
Harry performed well in a confined space and this added to the power of his performance. There was a good focus to the performance and he was able to integrate the physical aspects of the role. The pacing was sometimes affected by the pauses in the dialogue and he needed to be able to work at refining the contrasts within the piece.
Final A mark (out of 15)
Mark 18
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
42
0411/C
Example 14 Candidate name: Selwyn
This is an Individual devised piece based on a character study of a father-son relationship. The teacher’s comments are supplied on the Individual Candidate Mark Sheet. Taking account of the teacher’s comments please award a mark for Objective B and Objective C in the boxes provided.
43
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 14
Candidate Number
0
0
1
4
Centre Name
International School of the Seven Seas
Candidate Name
Selwyn
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title:
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet Teaching set:
Piece 2 (if 2 text-based pieces) Title:
Mark Notes on Assessment Objective B: (Devised pieces) Piece 1 Title: Option*:
GROUP
Mark
Notes on Assessment Objective C Group text-based
Mark
Piece 2 (if 2 devised pieces) INDIVIDUAL Title: The Measure of a Man Option*: Character study Selwyn’s monologue centres on a single idea which becomes restrictive. His use of a sleeping partner undermines the credibility of the monologue as it demands a response from the listener. Mark
Group devised
Mark
Mark
Notes to identify candidate on recorded evidence
Final A mark (out of 15)
INDIVIDUAL
Individual The Measure of a Man Although Selwyn is aware of style, his performance lacks rigour. Some of the dialogue is indistinct and the phrases need better shaping.
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final.
Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final.
Final B mark (out of 15)
Final C mark (out of 30)
Mark
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
44
0411/C
Example 15 Candidate name: Matt
This is an Individual devised piece based on a character recollecting a military experience. The teacher’s comments are supplied on the Individual Candidate Mark Sheet. Taking account of the teacher’s comments please award a mark for Objective B and Objective C in the boxes provided.
45
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 15
Candidate Number
0
0
1
5
Centre Name
International School of the Seven Seas
Candidate Name
Matt
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title:
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet Teaching set:
Piece 2 (if 2 text-based pieces) Title:
INDIVIDUAL
Mark Notes on Assessment Objective B: (Devised pieces) Piece 1 Title: Option*:
GROUP
Mark
Notes on Assessment Objective C Group text-based
Mark
Piece 2 (if 2 devised pieces) INDIVIDUAL Title: Cold Nights, Bad Nights Option*: character study Matt is interested in all things military and wrote this piece to incorporate this interest. He made the decision of leaving it static at the pub table and addressing the audience. Mark
Group devised
Mark
Mark
Notes to identify candidate on recorded evidence
Individual Cold Nights, Bad Nights The decision to remain seated and leaning forward for the whole piece made the performance highly confessional and inhibited its dynamic range. Matt was very tense on the night and blanked out a couple of times but was able to regain it.
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final.
Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final.
Final A mark (out of 15)
Final B mark (out of 15)
Final C mark (out of 30)
Mark
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
46
0411/C
Example 16 Candidate name: Nick
This is an Individual devised piece about a delusional middle-aged man who is talking to his doctor. The teacher’s comments and marks have been removed from the Individual Candidate Mark Sheet. Please supply comments and marks for Objective B and Objective C in the boxes provided.
47
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 16
Candidate Number
0
0
1
6
Centre Name
International School of the Seven Seas
Candidate Name
Nick
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title:
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet Teaching set:
Piece 2 (if 2 text-based pieces) Title:
Mark Notes on Assessment Objective B: (Devised pieces) Piece 1 Title: Option*:
GROUP
Mark
Piece 2 (if 2 devised pieces) Title: Now, Doc
INDIVIDUAL Option*: character study
Mark
Notes on Assessment Objective C Group text-based
Mark
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final.
Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final.
Mark
Notes to identify candidate on recorded evidence
Final B mark (out of 15)
Final C mark (out of 30)
Individual Now, Doc
Group devised
Mark
Final A mark (out of 15)
INDIVIDUAL
Mark
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
48
0411/C
Example 17 Candidate name: Mythri
This is an Individual devised piece about a character called Eva who is talking about the effects of war. The teacher’s comments and marks have been removed from the Individual Candidate Mark Sheet. Please supply comments and marks for Objective B and Objective C in the boxes provided.
49
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 17
Candidate Number
0
0
1
7
Centre Name
International School of the Seven Seas
Candidate Name
Mythri
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title:
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet Teaching set:
Piece 2 (if 2 text-based pieces) Title:
INDIVIDUAL
Mark Notes on Assessment Objective B: (Devised pieces) Piece 1 Title: Option*:
GROUP
Mark
Piece 2 (if 2 devised pieces) Title: Dream vs Destiny
INDIVIDUAL Option*: character study
Mark
Notes on Assessment Objective C Group text-based
Mark
Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final.
Mark
Notes to identify candidate on recorded evidence
Final B mark (out of 15)
Final C mark (out of 30)
Individual Dream vs Destiny
Group devised
Mark
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final.
Final A mark (out of 15)
Mark
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
50
0411/C
Example 18 Candidate names: Myleene and Marcia
This is a Group devised piece based on the true story of the poisoning of Alexander Litvinenko in 2006. There are four performers in the piece, of whom only two are assessed here. The teacher’s comments and marks for Myleene are supplied on the Individual Candidate Mark Sheet. The teacher’s comments for Marcia are supplied on the Individual Candidate Mark Sheet. Taking account of the teacher’s comments please award a mark for Objective B and Objective C in the boxes provided.
51
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 18A
Centre Name
International School of the Seven Seas
Candidate Number
0
Candidate Name
Myleene
1
8
A
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title:
Teaching set:
Piece 2 (if 2 text-based pieces) Title:
Mark
Piece 2 (if 2 devised pieces) Title:
Mark
Mark
Group devised Litvinenko Slightly rudimentary / simplistic portrayal of the news anchor figure but remains truthful to the role throughout. Not as successful as it could have been.
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final. Final B mark (out of 15)
INDIVIDUAL Option*:
Mark
10 Notes on Assessment Objective C Group text-based
Final A mark (out of 15)
INDIVIDUAL
Mark Notes on Assessment Objective B: (Devised pieces) Piece 1 GROUP Title: The Poisoning of Litvinenko Option*: Docu-drama Myleene was a solid member of the ensemble and helped to craft the text into a workable script after extensive improvisation. Myleene helped define the style of the piece as a ‘news’ piece.
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet
Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final. Final C mark (out of 30)
Individual
Mark 18
Notes to identify candidate on recorded evidence Myleene is clearly labelled on-screen in the recorded evidence.
Mark
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
52
0411/C
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 18B
Centre Name
International School of the Seven Seas
Candidate Number
0
Candidate Name
Marcia
1
8
B
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title:
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet Teaching set:
Piece 2 (if 2 text-based pieces) Title:
Mark Notes on Assessment Objective B: (Devised pieces) Piece 1 GROUP Title: The Poisoning of Litvinenko Option*: Docu-drama Marcia was instrumental in the ordering of scenes. She researched and integrated Russian reporter, Anna Politkovskaya, into the play. She moved the rehearsal process on through difficult times and stumbling blocks and kept the ensemble on track.
Mark Piece 2 (if 2 devised pieces) Title: Option*:
Mark
Group devised Litvinenko A realistic character in a naturalistic drama dealing with a complex subject. Marcia is understated and avoids cliché whilst portraying an intelligent character based on fact. Mark She is respectful of the needs of the piece and technically accomplished. Notes to identify candidate on recorded evidence Marcia is clearly labelled in the video evidence.
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final.
INDIVIDUAL
Mark
Notes on Assessment Objective C Group text-based
Final A mark (out of 15)
INDIVIDUAL
Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final.
Final C mark (out of 30)
Individual
Mark
Final B mark (out of 15)
Mark
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
53
0411/C
Example 19 Candidate names: Jemma and Travis
This is a devised piece about bullying. There are four performers in the piece, of whom only two are assessed here. The teacher’s comments and marks for Jemma are supplied on the Individual Candidate Mark Sheet. The teacher’s comments and marks for Travis have been removed from the Individual Candidate Mark Sheet. Please supply comments and marks for Objective B and Objective C in the boxes provided.
54
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 19A
Centre Name
International School of the Seven Seas
Candidate Number
0
Candidate Name
Jemma
1
9
A
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title:
Teaching set:
Piece 2 (if 2 text-based pieces) Title:
Mark
Piece 2 (if 2 devised pieces) Title:
Mark
Option*:
Mark
Final B mark (out of 15) Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final. Final C mark (out of 30)
Individual
Group devised Unwanted Anna A confident, sensitive performance. Showed understanding of the style and mood of the piece.
Mark
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final.
INDIVIDUAL
12 Notes on Assessment Objective C Group text-based
Final A mark (out of 15)
INDIVIDUAL
Mark Notes on Assessment Objective B: (Devised pieces) Piece 1 GROUP Title: Unwanted Anna Option*: Social issue Jemma played the central character of the victim in this piece about bullying. She contributed fully to the devising process, leading the group to explore a variety of dramatic techniques.
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet
Mark 23
Notes to identify candidate on recorded evidence In Unwanted Anna she is the girl without the sweater, long fair hair.
Mark
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
55
0411/C
IMPORTANT NOTES:
Please complete one form for each candidate (also available electronically) In the TOTAL mark box, round up 0.5 and above, round down below 0.5
Centre Number
EXAMPLE 19B
Centre Name
International School of the Seven Seas
Candidate Number
0
Candidate Name
Travis
1
9
B
Notes on Assessment Objective A: (Text-based pieces) Piece 1 GROUP Title:
0411 IGCSE DRAMA COURSEWORK Individual Candidate Mark Sheet Teaching set:
Piece 2 (if 2 text-based pieces) Title:
Mark Notes on Assessment Objective B: (Devised pieces) Piece 1 GROUP Title: Unwanted Anna Option*: Social issue
Mark
Piece 2 (if 2 devised pieces) Title:
Option*:
Mark
Add the mark for each piece and divide by 2. If one devised piece only, enter that mark as final.
Mark
Notes to identify candidate on recorded evidence In Unwanted Anna Travis is the boy who walks onto the stage at the start of the piece. He plays the teacher/Anna’s father.
Final B mark (out of 15)
Final C mark (out of 30)
Individual
Group devised Unwanted Anna
Mark
Add the mark for each piece and divide by 2. If one text-based piece only, enter that mark as final.
INDIVIDUAL
Mark
Notes on Assessment Objective C Group text-based
Final A mark (out of 15)
INDIVIDUAL
Mark
Add the mark awarded for each piece, divide by 3 and enter that mark as final. Total mark (out of 60)
*Taken from the list of options in the 2009 syllabus
56
0411/C
On Completion of the Handbook Please send your completed assessment to the following address: IGCSE Accreditation Co-ordinator, EDM (PQ) CIE 1 Hills Road Cambridge CB1 2EU United Kingdom
Assessment of the work Please allow between four and six weeks for the Moderator to assess the work that is submitted and for CIE to inform you of an outcome. The usual period of time for the assessment of a piece of work is approximately two weeks, however this will depend on the Moderator’s availability at the time. You will be informed of the Moderator’s decision regarding accreditation (the outcome) post. This will take the form of a Certificate in instances where accreditation is awarded in the cases where accreditation cannot be awarded, a letter informing you of this. Moderator's Report may also be enclosed which will give guidance in the cases accreditation failure and feedback in the event that accreditation is awarded.
by or, A of
Please note it is not usual practice for CIE to inform teachers or Centres of accreditation outcomes over the telephone or by e-mail. If accreditation is not awarded by the Moderator on one particular occasion, this does not mean a teacher cannot continue to teach, but it simply restricts their ability to moderate Coursework until accreditation is awarded. You may re-submit work for assessment as many times as is necessary for accreditation to be awarded. There is, however, a charge each time for doing so.
Further help We hope that this Coursework Training Handbook will provide a thorough introduction to the requirements and criteria for the assessment of coursework in Cambridge IGCSE Drama. However, if you have any further questions or difficulties, please do not hesitate to contact CIE and we will do our best to help. The address to which your queries should be sent is: Customer Services CIE 1 Hills Road Cambridge CB1 2EU United Kingdom Telephone: Fax: E-mail: Website:
+44 1223 553554 +44 1223 553558
[email protected] www.cie.org.uk 57
Acknowledgements All of the exemplar work on the Cambridge IGCSE Drama DVD was produced by Centres entering candidates for Cambridge IGCSE Drama (Syllabus 0411) in June 2004, June 2008 and June 2009. CIE would like to thank the following Centres for providing examples on the DVD: !
Bilkent University Preparatory School
!
British International School Shanghai
!
Gaborone Maru a Pula School
!
Garden International School
!
International School of Stuttgart EV
!
Maseru Machabeng College
!
St Julian’s School
!
The British School of Lome
!
The International School Bangalore (TISB)
!
Verdala International School
58
