VCE DRAMA EXAM REVISION

2010 SOLO PERFORMANCE SECTION

Question 1This question asks you to consider how you will use one of the images provided as stimulus for developing and performing the character of The Spirit of the Place for a non-naturalistic solo performance. Look at Images 1, 2 and 3 and select one image you will use in the development of your solo performance of The Spirit of the Place.

a. Outline one idea from this image that you will incorporate in the development of your solo performance of The Spirit of the Place.

What the examiners said: High-scoring responses were characterised by:• outlining one idea (conceptual, thematic or literal) taken from the stimulus material with clear reference to how it would be used in the development of the solo• incorporating ideas about symbolism and character/narrative development from the stimulus material.

Low-scoring responses were characterised by:• little or no outline of the idea, instead listing the information taken from the stimulus material• no reference to how the idea would be used in the development of the solo performance.

b. Explain how you will use one play-making technique (such as research) to develop this idea in your solo performance of The Spirit of the Place.

What the examiners said:

High-scoring responses were characterised by:• explaining how one play-making technique would be used to develop the idea taken from the stimulus material• a clear reference to how it would be used in the development of the solo performance• incorporating ideas about symbolism and character/narrative development from the stimulus material.

Low-scoring responses were characterised by:• a very brief explanation or listing of the idea taken from the stimulus material• limited understanding of a play-making technique• no reference to how the idea would be used in the development of the solo performance.

c. Discuss how you will create the dramatic moment when your character of The Spirit of the Place emerges from the environment it inhabits. In your answer refer to how you will apply• one expressive skill• one area of stagecraft• one dramatic element to create this dramatic moment.

What the examiners said:

The more successful students made thoughtful choices about the dramatic moment and clearly linked their ideas about the mood they wanted to create to a relevant expressive skill, area of stagecraft and dramatic element. The less successful students made poor choices about how they would create the dramatic moment and demonstrated limited understanding of how to apply one expressive skill, one area of stagecraft and one dramatic element. Some students misunderstood the term ‘dramatic element’ and discussed a theatrical convention instead.

High-scoring responses were characterised by:• reference to choices derived from ideas inspired by the stimulus material• a description of a relevant and specific dramatic moment that clearly established the character’s emergence from its environment• clear and pertinent examples of how the actor would create the dramatic moment through the application of one expressive skill, one area of stagecraft and one dramatic element• an imaginative understanding of how each of the three areas would be manipulated in non-naturalistic ways to create this dramatic moment• a clear sense of how the dramatic moment would help to convey other elements of the narrative, such asthemes, character development and the intended actor-audience relationship.

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d. A contrasting character enters the environment your character inhabits. Briefly describe this character.

What the examiners said:

High-scoring responses were characterised by:• a brief description of a new character who is significantly different to the original character of The Spirit of thePlace• reference to the character’s motivation and/or characteristics.Low-scoring responses were characterised by the naming of a character instead of a brief description of the character.

e. Describe the expressive skills you will use to create this contrasting character.

What the examiners said:

The more successful students provided insightful descriptions of how two or more of the expressive skills of voice, gesture,movement and facial expressions would be used to create the contrasting character. The less successful students madegeneral comments about one or more expressive skill, or described the character in loose terms with limited detail abouthow the actor would use expressive skills to create the contrasting character.

High-scoring responses were characterised by:• a thorough description of how two or more expressive skills would be used to create specific features or qualities relevant to the contrasting character• an explanation of how two or more expressive skills would demonstrate character purpose and role• clear communication of the intended narrative content of the solo performance• appropriate use of the language and terminology of drama.

Low-scoring responses were characterised by:• a list or brief description of how one or more expressive skill would be used to create the character, with little description of the application• a description of the contrasting character’s personality traits or role rather than how more than one expressive skill would be used to create the character• limited or incorrect use of drama-specific language relevant to the description of acting.

f. Briefly describe a conflict that will occur between The Spirit of the Place and the contrasting character.

What the examiners said:

High-scoring responses were characterised by:• a brief description of an appropriate conflict or problem• identifying an ongoing issue between the characters that may relate to their environment or status, or amisunderstanding that arises.Low-scoring responses were characterised by:• misunderstanding of the dramatic element of conflict• describing a moment or interaction between the characters rather than a conflict.g. Explain how you will transform between the character of The Spirit of the Place and the contrasting character using rhythm and language to highlight their conflict.

What the examiners said:

This question asked students to explain how they would transform between the character of The Spirit of the Place andthe contrasting character by using rhythm and language to highlight their conflict. The more successful students clearlyexplained how the dramatic elements of rhythm and language would be applied to emphasise the conflict establishedbetween the two characters. The less successful students made poor choices about transformation techniques, anddemonstrated limited understanding of how rhythm and language would be used to highlight the conflict. Some studentsmisunderstood the term ‘dramatic elements’ and discussed ‘theatrical conventions’ instead. Most students provided acomparison of the different expressive skills they would use to portray each character and then proceeded to show howtransformation had occurred between the two characters. Some students provided a brief outline of the role of each ofthe two characters without discussing how they would use expressive skills to transform between them. The more

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successful students explained specific techniques they would use to transform between the two characters, such asmorphing expressive skills, symbolic gesture, and use of costume/object transformation. These students clearlyexplained how the application of rhythm and language would highlight the conflict between the characters.

High-scoring responses were characterised by:• a clear sense of how transformation would occur between the characters, based on an explanation of how one or more transformation techniques would be applied• a clear sense of the impact the transformation technique would have on differentiating between the two characters and/or the actor-audience relationship this would establish• pertinent and insightful examples of specific transformation techniques, such as manipulation of stagecraft, morphing expressive skills or symbolic gesture, that could be used to transform between the two required characters• a clear explanation of how the application of rhythm and language would highlight the conflict between thecharacters• sophisticated use of the language and terminology of drama.

Low-scoring responses were characterised by:• descriptions of the roles of the two characters, with little or no discussion of how transformation between the two characters would occur• confusion about how the transition from one character to the other would occur• descriptions of expressive skills to differentiate between the two characters with little reference to the application of rhythm and language• a definition rather than an explanation of rhythm and language• limited understanding of how the application of rhythm and language would highlight the conflict between the characters• limited use of the language and terminology of drama.

2009 SOLO PERFORMANCE SECTION

Question 1 This question asks you to consider how you would use the images and text provided as stimulus for developing and performing a non-naturalistic solo performance. Within this solo performance you will create two characters.

• The Stereotype of the Pirate • The Modern Pirate

Look at Images 1, 2 and 3 which provide the stimulus material for The Stereotype of the Pirate and then answer

a. Briefly explain three ideas from the stimulus material that you would use to develop the character of TheStereotype of the Pirate.

What the examiners said: Students were required to briefly explain three ideas from the stimulus material that they would use to develop the character of The Stereotype of the Pirate. Most students achieved full marks for this question. Weaker responses listed two or three ideas with little or no explanation or reference to the character development.High-scoring responses were characterised by:• a brief explanation of three ideas taken from the stimulus material with clear references to how each ideawould be used to develop the character• incorporating ideas about symbolism and character/narrative development from the stimulus material.Low-scoring responses were characterised by:• little or no explanation of the three ideas, instead listing the three ideas taken from the stimulus• poor choice of ideas which were not linked to the stimulus material• no reference to how the ideas would be used to develop the character.

b. Describe how you would use your voice to create the character of The Stereotype of the Pirate.

Better responses provided insightful descriptions of how voice (pitch, timbre, accent, volume, vocal sounds, song, etc.) would be used to create the character, often referring to the role and attitude of the character within the narrative. Weaker responses made general comments about voice or described the character in loose terms with limited detail about how the actor would use voice to create the character.High-scoring responses were characterised by:• a clear description of how voice (pitch, timbre, accent, volume, vocal sounds, song, etc.) would be manipulatedby the actor to present specific features or qualities relevant to the character of The Stereotype of the Pirate• an explanation of how the use of voice would demonstrate character purpose and role• an explanation of how the images in the stimulus material had shaped the student’s decision

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• a clear communication of the intended narrative content of this solo performance• appropriate use of the language of drama.Low-scoring responses were characterised by:• a list or lack of detail in the description of how voice would be used to perform the character• a description of the character of The Stereotype of the Pirate in terms of personality traits or role rather thanhow voice would be used to develop the character• a lack of language of drama relevant to the description of acting.

c. Discuss how you would use two physical movements to present the character of The Stereotype of thePirate.

High-scoring responses were characterised by:• a clear discussion of how two specific physical movements, for example walking with a limp or clenching offists, would be used to present the character• an explanation of what these two physical movements would communicate about the character and why thechoices had been made• reference to how the two physical movements were derived from ideas inspired by the stimulus material.Low-scoring responses were characterised by:• a misunderstanding of what a physical movement is• generalised descriptions of the character rather than two specific physical movements• a list or brief outline of two physical movements with little discussion of how they would be used to presentthe character.

Look at the newspaper headlines and Image 4 which provide the stimulus material for The Modern Pirate and then answer parts d., e., f., g. and h. of the question.

d. Briefly outline two ideas from the stimulus material that you would use to develop the character of TheModern Pirate in your solo performance.

What the examiners said: Students needed to select their ideas from the stimulus material provided and clearly explain how these two ideas would be used to develop the character. If the ideas were not taken from the stimulus material, students could not be awarded full marks.High-scoring responses were characterised by:• a brief explanation of two ideas that were taken from the stimulus material.Low-scoring responses were characterised by:• a brief explanation of one idea that was taken from the stimulus material• a brief explanation of two ideas that had not been taken from the stimulus material.

e. Describe how you would use one gesture as a symbol in your performance of the character of The ModernPirate.

What the examiners said:

Although the concepts of gesture and symbol were quite well understood by many students, responses varied in their sophistication of how gesture would be manipulated to create symbol.High-scoring responses were characterised by:• a sophisticated and imaginative communication of how a particular gesture would be manipulated in nonnaturalisticways to create symbol• clear and pertinent examples of how the actor might enhance the symbolic use of gesture through theapplication of stagecraft such as costume and props• a high level of understanding about the impact their choices would have on other dramatic elements, such asthe mood, tension and timing, and rhythm of the solo• clear communication of how the symbol would help convey other elements of the narrative, such as themes,character development and the intended actor/audience relationship.

Low-scoring responses were characterised by:• a description of ‘when’ the gesture would be used rather than ‘how’ it would be used as a symbol• a discussion of how gesture would be used in naturalistic ways rather than symbolically• confusion about the dramatic element of symbol• a limited understanding of what a gesture is.

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f. Explain the technique(s) you would use to transform between the character of The Stereotype of the Pirateand the character of The Modern Pirate in this solo performance.

What the examiners said:This question asked students to explain the technique(s) they would use to transform between the character of TheStereotype of the Pirate and The Modern Pirate. Most students provided a comparison of different expressive skills theywould use to portray each character and therefore to show transformation had occurred between the two characters.Some students provided a brief outline of the role of each of the two characters without discussing how they would useexpressive skills to transform between them. Some students described other techniques they would use to transformbetween the two characters such as morphing expressive skills, symbolic gesture, and use of costume/objecttransformation.High-scoring responses were characterised by:

• pertinent and insightful examples of specific transformation techniques, such as manipulation of stagecraft, morphing expressive skills, or symbolic gesture, that could be used to transform between the two required characters a clear sense of how transformation would occur between the characters, based on an explanation of how one or more transformation techniques would be applied• a clear sense of the impact the transformation technique would have on differentiating between the two characters and/or the actor/audience relationship this would establish• a clear sense that this was a solo, not ensemble, performance• imaginative ideas• use of appropriate language of drama.

Low-scoring responses were characterised by:• reference to only one character• a description of the roles of two characters with little or no discussion of how the actor would use expressiveskills or other techniques to transform between the two characters• listing expressive techniques to differentiate between the two characters with little discussion of how the transition from one character to the other would occur• providing a definition rather than an explanation of a transformation technique• providing an evaluation rather than an explanation of a transformation technique.

g. Analyse how one object will be used significantly to transform between the character of The Stereotypeof the Pirate and the character of The Modern Pirate in this solo performance.

What the examiners said:Better responses made thoughtful choices about the object to be usedto transform between characters. Weaker responses made poor choices about the object to be used and indicated limitedunderstanding of how to use an object to transform character, time and place.High-scoring responses were characterised by:• clever and imaginative ideas about what object would work well as a symbol to be used by each character• a clear sense of how object transformation would be used to demonstrate a transition between the characters• a clear understanding of the impact the transformation of object would have on other dramatic elements suchas mood, rhythm, tension and timing, and the actor/audience relationship this would establish• a clear sense that this was a solo, not ensemble, performance• imaginative ideas• the use of appropriate language of drama.Low-scoring responses were characterised by:• a poor choice of object that would be clunky and inappropriate to use to transform character, time and place• a list or brief description of how the object would be used in two different ways• limited understanding of the concept of object transformation• a definition rather than an analysis of object transformation.

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h. Describe a specific dramatic moment in this solo performance that evokes an intended mood generated by Image 4. In your answer you must refer to two other dramatic elements that will be manipulated to create the intended mood.

What the examiners said:

Better responses made thoughtful choices about the dramatic moment and clearly linked their ideas about the mood to relevant dramatic elements such as tension and timing, and climax. Weaker responses made poor choices about the dramatic moment and consequently found it difficult to link this moment to the mood in the stimulus material. Some students misunderstood the term ‘dramatic elements’ and discussed theatrical conventions instead.High-scoring responses were characterised by:• a description of a relevant and specific dramatic moment that was clearly informed by the mood generatedfrom the image of the skull and crossbones• an imaginative understanding of how the dramatic elements would be manipulated in non-naturalistic ways to create this dramatic moment• clear and pertinent examples of how the actor would create the dramatic moment by linking their ideas to theapplication of stagecraft, and/or theatrical conventions• a clear sense of how the dramatic moment would help convey other elements of the narrative, such as themes, character development and the intended actor/audience relationship.Low-scoring responses were characterised by:• a description of ‘when’ the dramatic moment would occur with little description of how it would be created• limited understanding of how the other two dramatic elements would be manipulated to create the intended mood• poor choice of the specific dramatic moment, which limited the student’s ability to respond in detail

2008 SOLO PERFORMANCE SECTION

The following questions ask you to consider how you would use the three images provided as stimulus fordeveloping and performing the character of The Explorer for a non-naturalistic solo performance.

a. Briefly outline one idea from each of the images that you would incorporate in the development of yoursolo performance – The Explorer.

b. Describe how you would use expressive skills to perform the character of The Explorer in this soloperformance.

c. Briefly describe two important dramatic moments within the narrative of this solo performance.

d. Explain how you would apply a theatrical convention from the list below to enhance two of these importantdramatic moments.You must select a different convention for each dramatic moment.• Exaggerated movement• Stillness and silence• Heightened use of language• Disjointed time sequences• Transformation of placeDramatic moment 1_____________________ theatrical convention___________________________Dramatic moment 2 _____________________theatrical convention___________________________

i. Describe how you would transform from the character of The Explorer to another character in thissolo performance.ii. Analyse the technique(s) used in this transformation.

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f. Explain how the two dramatic elements of sound and symbol will each be used in non-naturalistic waysin this solo performance.

2010 ENSEMBLE PERFORMANCE SECTION

Question 2This question asks you to consider how you will use the text and images provided as stimulus for developing and performing an ensemble performance in a non-naturalistic style.The Travelling TroupeYour group is to create and perform an ensemble performance called The Travelling Troupe.The themes for this ensemble performance include; life is an endless adventure, a sense of belonging, life is a cycle. You will be required to select one non-naturalistic performance style and consistently apply appropriate theatrical conventions of this style in the development and presentation of this ensemble performance.

The following text and images will assist you in creating and presenting this ensemble performance.

Image 1Hate stopping too long…I’ll get back on the road…If I get bogged, I get bogged…I can’t stay here.

The word circus comes from Latin and simply means “ring” or “circle”…

The wind sweeps light rain over a boat coming back.

Characters• The rival• The owner• The newcomer• The cynic** a person who has little faith in the integrity or sincerity of othersa. Identify one non-naturalistic performance style you will use for your ensemble performance of TheTravelling Troupe.

Students who did not correctly identify a non-naturalistic performance style were notawarded any marks for this question or for Question 2b. Most students selected Epic Theatre, Absurdism, Poor Theatreor Theatre of Cruelty as the non-naturalistic performance style. Other popular choices included Musical Theatre,Melodrama and Physical Theatre.

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High-scoring responses were characterised by a clear and concise knowledge of a non-naturalistic performance style.Low-scoring responses were characterised by:• an inability to correctly name a non-naturalistic performance style• the identification of a naturalistic performance style.

Developmentb. Identify one key convention of the non-naturalistic performance style you have selected (in part a.) for thisensemble performance. Describe how you will apply this convention in the development of the performance.3 marksc. Explain how you will use the stimulus material to develop one of the characters listed above for thisensemble performance.Listed character chosen (The rival, The owner, The newcomer, The cynic)

Presentationd. Discuss one way the character you named in part c. will manipulate the relationship with the audience inthe presentation of this ensemble performance.3 markse. Describe how the actors will transform the space to show that disjointed time sequences have occurred inthis ensemble performance.

Look at the three images below. Select one of these props to use as your transformation of object in this ensembleperformance.UmbrellaSuitcase Cloak

f. Analyse how you will manipulate this object as a symbol to transform place in this ensembleperformance.4 marks

g. Briefly describe one important dramatic moment that demonstrates a contrast in mood within theperformance. Explain how this change in mood will be manipulated through the dramatic element offocus.

2009 ENSEMBLE PERFORMANCE SECTION

Question 2This question asks you to consider how you would use the images and text provided as stimulus for developingand performing an ensemble performance in a non-naturalistic style.Alone in the crowdYour group is to create and present an ensemble performance in a non-naturalistic style called:Alone in the crowd. Some of the themes for this ensemble performance include community, individualismand modern urban life.The following images demonstrate some of these themes and will assist you in creating and presenting theperformance.

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