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GCSE Drama Specimen Paper Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Drama (1DR0)

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GCSE Drama

Specimen Paper Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Drama (1DR0)

Page 2: GCSE Drama - todhigh.comtodhigh.com/clickandbuilds/WordPress/wp-content/... · Instructions •• Use black ink or ball-point pen. Fill in the boxes at the top of this page with

Instructions

• Use black ink or ball-point pen.• Fill in the boxes at the top of this page with your name,

centre number and candidate number.• Answer all questions.

– Section A: answer all questions on one set text. – Section B: answer both questions.

• Answer the questions in the spaces provided – there may be more space than you need.

Information

• The total mark for this paper is 60. • The marks for each question are shown in brackets

– use this as a guide as to how much time to spend on each question.• You are not allowed to bring any performance texts into the examination.• You are allowed: to bring your live theatre performance notes into the

examination.

Advice

• Read each question carefully before you start to answer it.• Try to answer every question.

• Check your answers if you have time at the end.• It is recommended that you spend between 65–70 minutes on Section A and

between 20–25 minutes on Section B.

Centre Number Candidate Number

Write your name hereSurname Other names

You must have: Questions and Extracts Booklet (enclosed)

Total Marks

DramaComponent 3: Theatre Makers in Practice

1DR0/03Paper ReferenceAdditional Sample Assessment Material for first

certification in June 2018Time: 1 hour 30 minutes

Pearson Edexcel Level 1/Level 2 GCSE (9–1)

*S57338A0113*S57338A©2017 Pearson Education Ltd.

1/1/1/1/1/1/1

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*S57338A0213*2

SECTION A: BRINGING TEXTS TO LIFE

Indicate which question you are answering by marking a cross in the box . If you change your mind, put a line through the box and then indicate your new question with a cross .

Chosen question number: Question 1 Question 2 Question 3

Question 4 Question 5 Question 6

Question 7 Question 8

Question (a)(i)(4)

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*S57338A0313* Turn over

3

Question (a)(ii)(6)

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Page 5: GCSE Drama - todhigh.comtodhigh.com/clickandbuilds/WordPress/wp-content/... · Instructions •• Use black ink or ball-point pen. Fill in the boxes at the top of this page with

*S57338A0413*4

Question (b)(i)(9)

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[The live question paper will contain one more page of answer lines.]

Page 7: GCSE Drama - todhigh.comtodhigh.com/clickandbuilds/WordPress/wp-content/... · Instructions •• Use black ink or ball-point pen. Fill in the boxes at the top of this page with

*S57338A0613*6

Question (b)(ii)(12)

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[The live question paper will contain one more page of answer lines.]

Page 9: GCSE Drama - todhigh.comtodhigh.com/clickandbuilds/WordPress/wp-content/... · Instructions •• Use black ink or ball-point pen. Fill in the boxes at the top of this page with

*S57338A0813*8

Question (c)(14)

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[The live question paper will contain one more page of answer lines.]

TOTAL FOR SECTION A = 45 MARKS

Page 11: GCSE Drama - todhigh.comtodhigh.com/clickandbuilds/WordPress/wp-content/... · Instructions •• Use black ink or ball-point pen. Fill in the boxes at the top of this page with

*S57338A01013*10

SECTION B: LIVE THEATRE EVALUATION

Answer both questions in this section on the performance you have seen.

Write the title, venue and date of the performance you have seen in the space below.

Performance details

Title:

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Venue:

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Date seen:

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Question 9(a)(6)

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Page 12: GCSE Drama - todhigh.comtodhigh.com/clickandbuilds/WordPress/wp-content/... · Instructions •• Use black ink or ball-point pen. Fill in the boxes at the top of this page with

*S57338A01113* Turn over

11

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[The live question paper will contain one more page of answer lines.]

Page 13: GCSE Drama - todhigh.comtodhigh.com/clickandbuilds/WordPress/wp-content/... · Instructions •• Use black ink or ball-point pen. Fill in the boxes at the top of this page with

*S57338A01213*12

Question 9(b)(9)

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Page 14: GCSE Drama - todhigh.comtodhigh.com/clickandbuilds/WordPress/wp-content/... · Instructions •• Use black ink or ball-point pen. Fill in the boxes at the top of this page with

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[The live question paper will contain one more page of answer lines.]

(Total for Question 9 = 15 marks)

TOTAL FOR SECTION B = 15 MARKS TOTAL FOR PAPER = 60 MARKS

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DramaComponent 3: Theatre Makers in Practice

Do not return this booklet with the question paper.

1DR0/03Paper ReferenceAdditional Sample Assessment Material for first

certification in June 2018Questions and Extracts Booklet

Pearson Edexcel Level 1/Level 2 GCSE (9–1)

S57338A©2017 Pearson Education Ltd.

1/1/1/1/1/1/1*S57338A*

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2S57338A

SECTION A

NB: The extracts in this paper do not reflect the exact layout of the published texts.

Answer ALL questions that relate to the ONE performance text studied for examination purposes. There are five questions in total for each performance text.

Text studied Question/Extract Page

1984 Questions 1a to 1c Go to page 4

Extract Go to page 6

An Inspector CallsQuestions 2a to 2c Go to page 8

Extract Go to page 10

Blue StockingsQuestions 3a to 3c Go to page 14

Extract Go to page 16

The CrucibleQuestions 4a to 4c Go to page 20

Extract Go to page 22

DNAQuestions 5a to 5c Go to page 24

Extract Go to page 26

Dr Korczak’s ExampleQuestions 6a to 6c Go to page 30

Extract Go to page 32

Government InspectorQuestions 7a to 7c Go to page 36

Extract Go to page 38

Twelfth NightQuestions 8a to 8c Go to page 42

Extract Go to page 44

SECTION B

Questions 9a and 9b – Answer BOTH questions in relation to ONE performance you have seen. Go to page 47

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BLANK PAGE

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4S57338A

SECTION A: BRINGING TEXTS TO LIFE

1984 George Orwell, Robert Icke and Duncan Macmillan

Answer ALL questions.

You are involved in staging a production of this play. Please read the extract on pages 6 and 7.

1 (a) There are specific choices in this extract for performers.

(i) You are going to play Parsons. Explain two ways you would use non-verbal communication to play this character in this extract.

(4)

(ii) You are going to play Syme. He does not like Parsons.

As a performer, give three suggestions of how you would use performance skills to show Syme’s attitude towards Parsons.

You must provide a reason for each suggestion. (6)

(b) There are specific choices in this extract for a director.

(i) As a director, discuss how you would use one of the production elements below to bring this extract to life for your audience.

You should refer to the context in which the text was created and first performed.

Choose one of the following:

• props/stage furniture• lighting• sound.

(9)

(ii) Winston questions the Party.

As a director, discuss how the performer playing this role might demonstrate this attitude to the audience in this extract and in the complete play.

You must consider:

• voice• physicality• stage directions and stage space.

(12)

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(c) There are specific choices in this extract for designers.

Discuss how you would use one of the design elements below to enhance the production of this extract for the audience.

Choose one of the following:

• set • staging • costume.

(Total for Question 1 = 45 marks)

TOTAL FOR SECTION A = 45 MARKS

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6S57338A

1984, George Orwell, Robert Icke and Duncan Macmillan

This play had its first performance at Nottingham Playhouse in September 2013.

Here’s Parsons.

PARSONS (FATHER) wears shorts.

PARSONS: Syme. Smith. Smith, Syme!

SYME: Parsons.

PARSONS: Just got back from the Community Centre. So refreshing.

PARSONS sits down with them. SYME doesn’t like him.

You know what that girl of mine did last Saturday? Absolutely brilliant. Pleased as punch. Her troop are on a hike out Berkhamsted way. Two of her friends go with her and they all slip off – following this man. They keep on his tail for two hours, right through the woods, right through the countryside, and when they get into Amersham they hand him right over to the officials.

WINSTON: Why did - ?

PARSONS: My kid made sure he was some kind of enemy agent. Might have been parachuted in or something. But this is the bit that’s really brilliant. What put her onto him in the first place?

SYME: Shoes.

PARSONS: He was wearing a funny pair of shoes!

SYME: He told me before.

PARSONS: So chances are he was a foreigner. Pretty smart, right? Pretty smart for a seven year old.

JULIA (WAITRESS) walks along the corridor as before. WINSTON watches her as she enters the room. He is terrified of her and is only half-listening to PARSONS.

WINSTON: What happened to the man?

PARSONS: Couldn’t say. But wouldn’t be surprised if it’s -

PARSONS aims an imaginary rifle and pulls the trigger. There is a loud gunshot which only WINSTON hears.

SYME: Good.

PARSONS: I mean, there is a war on.

JULIA comes closer, sits at the other end of the table. WINSTON takes a knife from the table and holds it.

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Did I ever tell you about the time my daughter set fire to that old woman’s skirt because her and her friends – well they saw her leaning against a poster of Big Brother! Burned her quite badly. Little beggars! But it’s amazing how much they pick up on – how much they notice – It’s a first-rate training training training they give them in the Spies nowadays – better than in my day, even. You know what they’ve served them all out with now? Devices for listening through keyholes! My little girl brought one home the other night – tried it out on our bedroom door, and reckoned she could hear twice as much as with her ear to the hole. Of course it’s only a toy, mind you. Still, gives ‘em the right idea eh? She’s thoughtpolice in the making.

JULIA stands. WINSTON tenses.

Get right inside your head. Absolutely brilliant.

JULIA exits. WINSTON is relieved.

The TELESCREEN speaks. Everyone on stage falls silent to listen to it.

TELESCREEN: Comrades! Attention, comrades! We have glorious news for you. The armies of Oceania and our Eastasian allies have won a decisive victory against our enemies in Eurasia. Big Brother has decided to celebrate by raising the chocolate ration to twenty grams.

SYME: Well, you can’t complain when you’re given more chocolate.

PARSONS: It’s absolutely brilliant.

WINSTON hears O’BRIEN’s voice.

O’BRIEN: Winston. Where do you think you are?

WINSTON: The chocolate…

O’BRIEN: Think, Winston.

WINSTON: I’m at work. In the canteen.

O’BRIEN: Good. And?

The canteen fades away.

WINSTON: And the Party is saying that the chocolate ration has been raised to twenty grams. But I think I remember… I’m sure I remember…

O’BRIEN: Yes.

WINSTON: Yesterday they raised it to twenty grams. Every day the chocolate ration increases to twenty grams. It’s always twenty grams. And everyone pretends they don’t see it. Or perhaps they really can’t.

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8S57338A

SECTION A: BRINGING TEXTS TO LIFE

An Inspector Calls, J.B Priestley

Answer ALL questions.

You are involved in staging a production of this play. Please read the extract on pages 10, 11 and 12.

2 (a) There are specific choices in this extract for performers.

(i) You are going to play Mr Birling. Explain two ways you would use non-verbal communication to play this character in this extract.

(4)

(ii) You are going to play Mrs Birling. She is reluctant to admit that she knows Eva Smith, known as Daisy Renton.

As a performer, give three suggestions of how you would use performance skills to show this.

You must provide a reason for each suggestion. (6)

(b) There are specific choices in this extract for a director.

(i) As a director, discuss how you would use one of the production elements below to bring this extract to life for your audience.

You should refer to the context in which the text was created and first performed.

Choose one of the following:

• props/stage furniture• lighting• sound.

(9)

(ii) Sheila Birling begins to see her family and their behaviour differently.

As a director, discuss how the performer playing this role might demonstrate her changing attitude to the audience in this extract and in the complete play.

You must consider:

• voice• physicality• stage directions and stage space.

(12)

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(c) There are specific choices in this extract for designers.

Discuss how you would use one of the design elements below to enhance the production of this extract for the audience.

Choose one of the following:

• set • staging • costume.

(12)

(Total for Question 2 = 45 marks)

TOTAL FOR SECTION A = 45 MARKS

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10S57338A

An Inspector Calls, J.B Priestley

This play had its first performance at the Kemerny Theatre in Moscow in 1945. The first performance in Britain was at the New Theatre, London, in October 1946.

MRS B: Very well. (He produces the photograph and she looks hard at it.)

INSPECTOR: (taking back the photograph) You recognize her?

MRS B: No. Why should I?

INSPECTOR: Of course she might have changed lately, but I can’t believe she could have changed so much.

MRS B: I don’t understand you, Inspector.

INSPECTOR: You mean you don’t choose to do, Mrs Birling.

MRS B: (angrily) I meant what I said.

INSPECTOR: You’re not telling me the truth.

MRS B: I beg your pardon!

BIRLING: (angrily, to INSPECTOR) Look here, I’m not going to have this, Inspector. You’ll apologize at once.

INSPECTOR: Apologize for what – doing my duty?

BIRLING: No, for being so offensive about it. I’m a public man–

INSPECTOR: (massively) Public men, Mr Birling, have responsibilities as well as privileges.

BIRLING: Possibly. But you weren’t asked to come here to talk to me about my responsibilities.

SHEILA: Let’s hope not. Though I’m beginning to wonder.

MRS B: Does that mean anything, Sheila?

SHEILA: It means that we’ve no excuse now for putting on airs and that if we’ve any sense we won’t try. Father threw this girl out because she asked for decent wages. I went and pushed her farther out, right into the street, just because I was angry and she was pretty. Gerald set her up as his mistress and then dropped her when it suited him. And now you’re pretending you don’t recognize her from that photograph. I admit I don’t know why you should, but I know jolly well you did in fact recognize her, from the way you looked. And if you’re not telling the truth, why should the Inspector apologize? And can’t you see, both of you, you’re making it worse?

She turns away. We hear the front door slam again.

BIRLING: That was the door again.

MRS B: Gerald must have come back.

INSPECTOR: Unless your son has just gone out.

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BIRLING: I’ll see.

He goes out quickly. INSPECTOR turns to MRS BIRLING.

INSPECTOR: Mrs Birling, you’re a member – a prominent member – of the Brumley Women’s Charity Organization, aren’t you?

MRS BIRLING does not reply.

SHEILA: Go on, Mother. You might as well admit it. (To INSPECTOR.) Yes, she is. Why?

INSPECTOR: (calmly) It’s an organization to which women in distress can appeal for help in various forms. Isn’t that so?

MRS B: (with dignity) Yes. We’ve done a great deal of useful work in helping deserving cases.

INSPECTOR: There was a meeting of the interviewing committee two weeks ago?

MRS B: I dare say there was.

INSPECTOR: You know very well there was, Mrs Birling. You were in the chair.

MRS B: And if I was, what business is it of yours?

INSPECTOR: (severely) Do you want me to tell you – in plain words?

Enter BIRLING, looking rather agitated.

BIRLING: Yes. And I called out on both landings. It must have been Eric we heard go out then.

MRS B: Silly boy! Where can he have gone to?

BIRLING: I can’t imagine. But he was in one of his excitable queer moods, and even though we don’t need him here–

INSPECTOR: (cutting in, sharply) We do need him here. And if he’s not back soon, I shall have to go and find him.

BIRLING and MRS BIRLING exchange bewildered and rather frightened glances.

SHEILA: He’s probably just gone to cool off. He’ll be back soon.

INSPECTOR: (severely) I hope so.

MRS B: And why should you hope so?

INSPECTOR: I’ll explain why when you’ve answered my questions, Mrs Birling.

BIRLING: Is there any reason why my wife should answer questions from you, Inspector?

INSPECTOR: Yes, a very good reason. You’ll remember that Mr Croft told us – quite truthfully, I believe – that he hadn’t spoken to or seen Eva Smith since last September. But Mrs Birling spoke to and saw her only two weeks ago.

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12S57338A

SHEILA: (astonished) Mother!

BIRLING: Is this true?

MRS B: (after a pause) Yes, quite true.

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14S57338A

SECTION A: BRINGING TEXTS TO LIFE

Blue Stockings, Jessica Swale

Answer ALL questions.

You are involved in staging a production of this play. Please read the extract on pages pages 16, 17 and 18.

3 (a) There are specific choices in this extract for performers.

(i) You are going to play Miss Bott. Explain two ways you would use non-verbal communication to play this character in this extract.

(4)

(ii) You are going to play Tess. She is surprised that her visitor is Will.

As a performer, give three suggestions of how you would use performance skills to show this.

You must provide a reason for each suggestion. (6)

(b) There are specific choices in this extract for a director.

(i) As a director, discuss how you would use one of the production elements below to bring this extract to life for your audience.

You should refer to the context in which the text was created and first performed.

Choose one of the following:

• props/stage furniture• lighting• sound.

(9)

(ii) Will is confused about his feelings for Tess.

As a director, discuss how the performer playing this role might demonstrate these feelings to the audience in this extract and in the complete play.

You must consider:

• voice• physicality• stage directions and stage space.

(12)

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(c) There are specific choices in this extract for designers.

Discuss how you would use one of the design elements below to enhance the production of this extract for the audience.

Choose one of the following:

• set • staging • costume.

(14)

(Total for Question 3 = 45 marks)

TOTAL FOR SECTION A = 45 MARKS

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Blue Stockings, Jessica Swale

This play had its first professional performance at Shakespeare’s Globe, London, in August 2013.

The door opens to reveal WILL and MISS BOTT.

TESS: Oh. Will.

WILL: Tess. What’s that smell?

TESS: Nothing.

WILL (to MISS BOTT): May I come in?

MISS BOTT nods. He enters. She follows and takes a seat. She sits silently, paying selective attention.

Very cosy. Who’s the perfume for?

TESS: No one. I just like it.

This is awkward. MISS BOTT’s still there. They’re very aware of her.

WILL: You’ve made it lovely in here.

TESS: Thank you.

WILL: A woman’s touch. (Mouthing silently.) Does she have to stay?

MISS BOTT: No male may be left unaccompanied with a female in her private quarters.

WILL: I’m hardly a threat!

MISS BOTT: No male may be left –

TESS: He’s one of my oldest friends.

MISS BOTT: Rules are rules.

WILL: Of course.

MISS BOTT knits. TESS gives WILL a look. The following conversation is at first a little guarded, before they forget that they are being watched.

Look. About what happened in the street. It was thoughtless of me.

TESS: I don’t want to talk / about it.

WILL: I didn’t know what to / say.

TESS: I don’t want to talk / about it.

WILL: Alright. So let’s not talk about it. (Pause.) That’s a nice blouse. (Pause.) Where did you get it?

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TESS: It’s your sister’s.

WILL: Mmm. (Pause.) Good buttons.

TESS: Will!

WILL: Listen, I’m sorry. I was with my friends. It’s not easy, if you step out of line they won’t let you back in.

TESS: You pretended you didn’t know me, Will. I’ve known you most of my life.

WILL: It’s different here, I can’t afford to… I was worried about you. It’s all very well you parading yourselves –

TESS: ‘Parading’? We’re not trying to make a spectacle, we’re just going to lectures.

WILL: But you didn’t just go to a lecture. If you were at the Newnham Girls’ College you’d be thrown out. They stay in and study.

TESS: And they miss out.

WILL: They keep their reputations. If you knew what the fellas said about you, you wouldn’t be seen out at all.

TESS: They can say what they like.

WILL: It’s your reputation.

TESS: Don’t patronise me.

WILL: Then don’t be naïve! I’ve been getting it in the neck. They barred me from the common room –

TESS: Try being a woman.

WILL: Try being responsible for a woman.

TESS: What?

WILL: I promised your father. And I won’t let you down, but I’m building my career with these people. If they lose respect for me now –

TESS: This isn’t about you!

WILL: Yes it is. Tess, my exams are coming up and all I can do is worry. About you.

She softens slightly.

TESS: Will.

Beat.

WILL: What’s the food like here? Is it ghastly?

TESS: Will, I want this.

WILL: Is it worse than your mother’s?

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TESS: It’s important I pass.

WILL: It’s important I pass! Tess, I need to earn a living. Employers want firsts. Look, at home there are plenty of fellows who’d give their right arm for you. But three years here, they won’t wait around. Your father had no idea what he was sending you into. If he’d known –

TESS: He doesn’t need to know.

WILL: It’s all over the papers! All this business about ‘the right to graduate’. You can’t hide away –

TESS: I’m not embarrassed to be here, Will, far from it.

WILL: I know that and I’m proud of you, but what happens after this? When you go home. If you lose the chance of a decent match, what’ll you do?

TESS: Earn a living.

WILL: Doing what?

TESS: I want to be a scientist!

WILL: But you’re a woman!

TESS: Oh, well thank you very much, I’d almost forgotten. So what should we do, just give up?

Pause. They’re both upset. He goes to hug her. They embrace.

MISS BOTT: Visitors must maintain a minimum distance of thirty inches.

WILL: I know that, thank you Miss Bott! (Still holding her. To TESS.) Tess, I don’t want you to regret this. The way they talk about you, I hate to hear it.

TESS: Come on, Will, don’t say anything.

He won’t look at her.

Have you spoken to Father? What have you said? Will!

WILL: I wrote a letter.

TESS: What?

WILL: This place.

TESS: Have you sent it?

WILL: If your reputation is damaged –

TESS: Have you sent it?

Pause.

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20S57338A

SECTION A: BRINGING TEXTS TO LIFE

The Crucible, Arthur Miller

Answer ALL questions.

You are involved in staging a production of this play. Please read the extract on pages 22 and 23.

4 (a) There are specific choices in this extract for performers.

(i) You are going to play Elizabeth Proctor. Explain two ways you would use non-verbal communication to play this character in this extract.

(4)

(ii) You are going to play Hale. He is determined to discover the truth.

As a performer, give three suggestions of how you would use performance skills to show this.

You must provide a reason for each suggestion. (6)

(b) There are specific choices in this extract for a director.

(i) As a director, discuss how you would use one of the production elements below to bring this extract to life for your audience.

You should refer to the context in which the text was created and first performed.

Choose one of the following:

• props/stage furniture• lighting• sound.

(9)

(ii) John Proctor defends his position as a ‘good man’.

As a director, discuss how the performer playing this role might demonstrate this to the audience in this extract and in the complete play.

You must consider:

• voice• physicality• stage directions and stage space.

(12)

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(c) There are specific choices in this extract for designers.

Discuss how you would use one of the design elements below to enhance the production of this extract for the audience.

Choose one of the following:

• set • staging • costume.

(14)

(Total for Question 4 = 45 marks)

TOTAL FOR SECTION A = 45 MARKS

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The Crucible, Arthur Miller

This play had its first performance at the Martin Beck Theatre on Broadway in January 1953.

Hale: No, it rebels my stomach; I have some further travelling yet tonight. Sit you down. Sir (Proctor sits.) I will not keep you long, but I have some business with you.

Proctor: Business of the court?

Hale: No – no, I come of my own, without the court’s authority. Hear me. (He wets his lips.) I know not if you are aware, but your wife’s name is – mentioned in the court.

Proctor: We know it, sir. Our Mary Warren told us. We are entirely amazed.

Hale: I am a stranger here, as you know. And in my ignorance I find it hard to draw a clear opinion of them that come accused before the court. And so this afternoon, and now tonight, I go from house to house – I come now from Rebecca Nurse’s house and –

Elizabeth: (shocked) Rebecca’s charged!

Hale: God forbid such a one be charged. She is, however – mentioned somewhat.

Elizbeth: (with an attempt at a laugh) You will never believe, I hope, that Rebecca is trafficked with the Devil.

Hale: Woman, it is possible.

Proctor: (taken aback) Surely you cannot think so.

Hale: This is a strange time, Mister. No man may longer doubt the powers of the dark are gathered in monstrous attack upon this village. There is too much evidence now to deny it. You will agree, sir?

Proctor: (reading) I – have no knowledge in that line. But it’s hard to think so pious a woman be secretly a Devil’s bitch after seventy year of such good prayer.

Hale: Aye. But the Devil is a wily one, you cannot deny it. However, she is far from accused, and I know she will not be. (Pause.) I thought, sir to put some questions as to the Christian character of this house, if you’ll permit me.

Proctor: (coldly, resentful) Why, we have no fear of questions, sir.

Hale: Good, then. (He makes himself more comfortable.) In the book of record that Mr Parris keeps, I note that you are rarely in the church on Sabbath Day.

Proctor: No, sir, you are mistaken.

Hale: Twenty-six time in seventeen month, sir. I must call that rare. Will you tell me why you are so absent?

Proctor: Mr Hale, I never knew I must account to that man for I come to church or stay at home. My wife were sick this winter.

Hale: So I am told. But you, Mister, why could you not come alone?

Proctor: I surely did come when I could, and when I could not I prayed in this house.

Hale: Mr Proctor, your house is not a church; your theology must tell you that.

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Proctor: It does, sir, it does; and it tells me that a minister may pray to God without he have golden candlesticks upon the altar.

Hale: What golden candlesticks?

Proctor: Since we built the church there were pewter candlesticks upon the altar; Francis Nurse made them, y’know, and a sweeter hand never touched the metal. But Parris came, and for twenty week he preach nothin’ but golden candlesticks until he had them. I labor the earth from dawn of day to blink of night, and I tell you true, when I look to heaven and see my money glaring at his elbows – it hurt my prayer, sir, it hurt my prayer. I think, sometimes, the man dreams cathedrals, not clapboard meetin’ houses.

Hale: (thinks, then) And yet, Mister, a Christian on Sabbath Day must be in church. (Pause.) Tell me – you have three children?

Proctor: Aye. Boys.

Hale: How comes it that only two are baptized?

Proctor: (starts to speak, then stops, then, as though unable to restrain this) I like it not that Mr Parris should lay his hand upon my baby. I see no light of God in that man. I’ll not conceal it.

Hale: I must say it, Mr Proctor; that is not for you to decide. The man’s ordained, therefore the light of God is in him.

Proctor: (flushed with resentment but trying to smile) What’s your suspicion, Mr Hale?

Hale: No, no, I have no –

Proctor: I nailed the roof upon the church, I hung the door –

Hale: Oh, did you! That’s a good sign, then.

Proctor: It may be I have been too quick to bring the man to book, but you cannot think we’ve ever desired the destruction of religion. I think that’s in your mind, is it not?

Hale: (not altogether giving way) I have – there is a softness in your record, sir, a softness.

Elizabeth: I think, maybe, we have been too hard with Mr Parris. I think so. But sure we never loved the Devil here.

Hale: (nods, deliberating this. Then, with the voice of one administering a secret test) Do you know your commandments, Elizabeth?

Elizabeth: (without hesitation, even eagerly) I surely do. There be no mark of blame upon my life, Mr Hale. I am a convenanted Christian woman.

Hale: And you, Mister?

Proctor: (a trifle unsteadily) I am sure I do, sir.

Hale: (glances at her open face, then at John, then) Let you repeat them, if you will.

Proctor: The commandments.

Hale: Aye.

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24S57338A

SECTION A: BRINGING TEXTS TO LIFE

DNA, Dennis Kelly

Answer ALL questions.

You are involved in staging a production of this play. Please read the extract on pages 26, 27 and 28.

5 (a) There are specific choices in this extract for performers.

(i) You are going to play Phil. Explain two ways you would use non-verbal communication to play this character in this extract.

(4)

(ii) You are going to play Leah. She says that she is ‘running away’.

As a performer, give three suggestions of how you would use performance skills to show Leah’s intentions.

You must provide a reason for each suggestion. (6)

(b) There are specific choices in this extract for a director.

(i) As a director, discuss how you would use one of the production elements below to bring this extract to life for your audience.

You should refer to the context in which the text was created and first performed.

Choose one of the following:

• props/stage furniture• lighting• sound.

(9)

(ii) Jan questions events.

As a director, discuss how the performer playing this role might demonstrate this to the audience in this extract and in the complete play.

You must consider:

• voice• physicality• stage directions and stage space.

(12)

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(c) There are specific choices in this extract for designers.

Discuss how you would use one of the design elements below to enhance the production of this extract for the audience.

Choose one of the following:

• set • staging • costume.

(14)

(Total for Question 5 = 45 marks)

TOTAL FOR SECTION A = 45 MARKS

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DNA, Dennis Kelly

This play had its first performance at the Cottesloe Theatre of the National Theatre, London, in February 2008.

A Street. JAN and MARK.

JAN: Okay. Okay. Okay.

Beat.

Okay.

No.

MARK: Yes.

JAN: No, no

MARK: yes

JAN: no. No way, that’s

MARK: I know

JAN: that’s

MARK: I know, I know

JAN: And are you… is this…

I mean are you… there’s no mistake or…

MARK: No.

JAN: Because this is

MARK: That’s what I’m saying

JAN: this is really

MARK: Yeah, yes, yeah.

JAN: really, really

MARK: Exactly.

JAN: Are you sure?

MARK: Yes.

JAN: Where?

MARK: In the woods.

JAN: In the woods?

MARK: In the woods, Cathy found him in the woods

JAN: Cathy?

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MARK: Yes.

JAN: Cathy found him…?

MARK: Yes, she

JAN: in the woods?

MARK: Yes.

Beat.

JAN: Cathy found him in the woods?

MARK: Yes.

JAN: Oh.

MARK: I know.

JAN: I don’t…

MARK: I know, I know.

JAN: This is…

MARK: Yeah.

JAN: Does anyone know?

MARK: You and me. And Cathy. For the moment.

JAN: Right.

Right.

Pause.

Right.

* * * A Field. PHIL sits with a bag.

Takes out a paper plate.

Places a waffle on it.

Takes out a pack of butter and a jar of jam.

Takes out a knife.

LEAH turns up. She is carrying a suitcase.

He stares at her.

LEAH: I’m going. I’m out of here, I’m gone, I’m, I’m, this is it. I’m running away, Phil.

PHIL says nothing.

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Where’m I going? I dunno. Wherever the universe decides that I should be. It’s a big world, Phil, a lot bigger than you, it’s a lot bigger than you and me, a lot bigger than all this, these people, sitting here, a lot bigger, a lot bigger.

Pause. PHIL starts to butter his waffle.

Don’t. No words. There’s no point, so… What’s the point? ‘Why are you going, is it me, is it us, is it what we’ve done, is it what we’re becoming, why Leah, why, is it me, is it the impossibility of ever saying exactly what you mean?’ There’s no point Phil. So don’t even try. I’m outta here. I’m gone. I am part of history, I’m on a jet-plane, I’m moving, I’m discovering, I’m, I’m sayonara baby, sayonara Phil and hello discovery and, yeah don’t even try and stop me, because, because, exit stage left Leah, right now. Right now.

PHIL stops buttering the waffle.

Opens the jam.

Starts putting a thin layer of jam on the waffle.

Right now. Right now, Phil, right, bloody… I mean it! I really, really…

Pause. PHIL continues with his waffle.

You’re not going to stop me, are you. You’re not even thinking of stopping me. You’re not even thinking of stopping me. The only thing in you brain at the moment is that waffle. Your brain is entirely waffle, single-mindedly waffle and maybe a bit of jam, I don’t know how you do it. I admire you so much.

PHIL decides that the waffle needs more jam.

LEAH sags. She drops her suitcase and sits with PHIL.

Did you see Jan at Adam’s memorial? Floods of tears. It was wonderful, everyone felt wonderful, I felt terrible of course, but everyone felt wonderful. It’s incredible. The change. This place. You’re a miracle worker. Everyone’s happy. You know that? You notice that? Cathy was on the telly. Used that clip on every channel. She’s like a celebrity, there are second years asking for her autograph. Suddenly Adam’s everyone’s best friend. Richard’s named his dog Adam. Mark’s mum says if her baby’s a boy she’s going to call him Adam. Funny thing is they’re all actually behaving better as well. I saw Jan helping a first year find the gym. Mark’s been doing charity work, for Christ’s sake. Maybe being seen as heroes is making them behave like heroes.

PHIL considers his waffle. Decides it needs more jam.

Yeah, everyone’s happy. Well it’s not all roses, you know. Brian’s on the medication. Did you know that? Phil? Did you know that they’ve put Brian on medication?

No answer.

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30S57338A

SECTION A: BRINGING TEXTS TO LIFE

Dr Korczak’s Example, David Greig

Answer ALL questions.

You are involved in staging a production of this play. Please read the extract on pages 32, 33 and 34.

6 (a) There are specific choices in this extract for performers.

(i) You are going to play Actor. Explain two ways you would use non-verbal communication to play this character in this extract.

(4)

(ii) You are going to play Dr Korczak. He persuades the policeman to let him rescue Adzio.

As a performer, give three suggestions of how you would use performance skills to show this.

You must provide a reason for each suggestion. (6)

(b) There are specific choices in this extract for a director.

(i) As a director, discuss how you would use one of the production elements below to bring this extract to life for your audience.

You should refer to the context in which the text was created and first performed.

Choose one of the following:

• props/stage furniture• lighting• sound.

(9)

(ii) Adzio is both a ‘thief’ and a ‘child’.

As a director, discuss how the performer playing this role might demonstrate this to the audience in this extract and in the complete play.

You must consider:

• voice• physicality• stage directions and stage space.

(12)

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(c) There are specific choices in this extract for designers.

Discuss how you would use one of the design elements below to enhance the production of this extract for the audience.

Choose one of the following:

• set • staging • costume.

(14)

(Total for Question 6 = 45 marks)

TOTAL FOR SECTION A = 45 MARKS

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Dr Korczak’s Example, David Greig

This play had its first performance by TAG for the Citizens Theatre, Glasgow, in May 2001.

DUE TO COPYRIGHT REASONS, FOR THIS EXTRACT PLEASE REFER TO PAGES 10 - 13 OF THE PLAY.

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36S57338A

SECTION A: BRINGING TEXTS TO LIFE

Government Inspector, Nikolai Gogol adapted by David Harrower

Answer ALL questions.

You are involved in staging a production of this play. Please read the extract on pages 38, 39 and 40.

7 (a) There are specific choices in this extract for performers.

(i) You are going to play Dr Gibner. Explain two ways you would use non-verbal communication to play this character in this extract.

(4)

(ii) You are going to play Zemlyanika. He reassures the mayor.

As a performer, give three suggestions of how you would use performance skills to show this throughout the extract.

You must provide a reason for each suggestion. (6)

(b) There are specific choices in this extract for a director.

(i) As a director, discuss how you would use one of the production elements below to bring this extract to life for your audience.

You should refer to the context in which the text was created and first performed.

Choose one of the following:

• props/stage furniture• lighting• sound.

(9)

(ii) Lyapkin-Tyapkin, the Judge, is full of his own importance.

As a director, discuss how the performer playing this role might demonstrate this to the audience in this extract and in the complete play.

You must consider:

• voice• physicality• stage directions and stage space.

(12)

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(c) There are specific choices in this extract for designers.

Discuss how you would use one of the design elements below to enhance the production of this extract for the audience.

Choose one of the following:

• set • staging • costume.

(14)

(Total for Question 7 = 45 marks)

TOTAL FOR SECTION A = 45 MARKS

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Government Inspector, Nikolai Gogol adapted by David Harrower

This play had its first performance at the Aleksandrinsky Theatre, St Petersburg, in April 1836.

Lyapkin- Tyapkin: The government want to go to war and this… whoever he is, he’s coming to our town to check the pulse, so to speak. Test the water.

Mayor: Check the pulse?

Khlopv: Test the water?

Lyapkin- Tyapkin: Will we fight bravely for the Mother Russia or are we – you know…

Mayor: No, I don’t know.

Lyapkin- Tyapkin: Treachery. Treason. Are we a hotbed of treasonous subterfuge? That’s why he’s here.

Mayor: Yes, because we’re on the front line, aren’t we?We’re of huge strategic importance…

Lyapkin- Tyapkin: I’m only giving you my considered appraisal.

Mayor: You’re a judge, you’re a learned man… We live in the provinces. We’re a small town on the old fold of the bloody map…! Get on a horse here, it takes three years galloping full tilt to reach the outer fringes of anywhere.

Lyapkin- Tyapkin: You don’t understand… these Petersburgers, they’re cunning. That’s exactly what they want us to think. No, no, this is a test. They do it all the time. Across the whole country. Oh yes.

Mayor: Are you done?

Lyapkin- Tyapkin: Just remember my words, all of you.

Mayor: So, I have been warned – we have all been warned – and we must act. Immediately. Hundred to one, he’ll head to the hospital first. (To Zemlyanika.) I want you over there now. I want the place faultless. Strip the beds. Strip the patients. Wash everything. Wash under everything. Sterilise, scrub, scrape, flush. Anything you see. Dr Gibner?

Doctor steps forward.

Talk to me.

Doctor says nothing. The Mayor has sudden idea.

What about writing the patients’ details on a card…! Yes yes yes! Type of illness if you know it – if you don’t, write something else. Write it in Latin or Greek or… and tie them to the end of the bed. The cards, not the patients. Also also, yes, write their date of birth on the card… and, and the day they were admitted and the day they’re leaving… and, and comments, write some comments: ‘Patient delighted with treatment, patient always cheerful,’ whatever you can think of. Got all that?

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Doctor just looks at him.

No no, wait wait wait – he’ll want to speak to them and we don’t want him to speak to them, we’re buggered if he speaks to them. Shit. Get rid of them, round them up, pile them on to carts, send them home – but leave a few, we need a few, but, but knock them out, up their medication, I want them flat out, I want them comatose ‘cause if it goes down in his report, you’re finished. (Indicates Doctor.) And so’s he. Who, God forbid, I really hope is a Doctor ‘cause I haven’t seen any tangible evidence of it whatsoever; never once seen him speaking to a patient. (Sighs.) This may all be too late…

Zemlyanika: Relax. The Doctor and I have it in hand. I’ll inform this Inspector that Dr Gibner and I have introduced some new initiatives. That is – in layman’s terms: let Nature take its course. We’ve found expensive medicines can’t take the onus off the patient. And to be honest, when your time comes, your time comes, am I right? Shoulder to shoulder on this, aren’t we?

Doctor nods.

And by the way, the Doctor doesn’t understand Russian, and doesn’t speak a word – so you can’t really expect him to walk round the wards talking to the patients..

The Doctor lets out a sound. Mayor turns back to Lyapkin- Tyapkin.

Mayor: Right, next. Courthouse. The geese. Tell whoever owns them to get them out of there. I’ve had complaints from petitioners for a while now, tripping over them, standing on their babies… not babies, what’re they called? Goslings. I meant to talk to you about this months ago but I keep forgetting.

Lyapkin- Tyapkin: I’ll have them rounded up and cleared out today. How about we have one for dinner tonight?

Mayor: And clear out the courtroom, clear out all your hunting and fishing paraphernalia, your rifles – and the hunting whip you have, get it out – doesn’t exactly suggest fair hearing, does it? And that Clerk of Court whatsisname, he still stinks of vodka. Cheap vodka. I can smell him from here.

Lyapkin- Tyapkin: Nothing works. He blames his mother. She dropped him on his head when he was a baby and he’s had a whiff of vodka about him ever since.

Mayor: Doctor, don’t you have a carbolic or antiseptic or something?

The Doctor lets out another sound.

Zemlyanika: Sir. No Russian.

Mayor: Moving on. Right, yes, falling short. I mean inverted commas, ‘falling short’… I admit, I myself, as a public servant, can, inverted commas, ‘fall short’ from time to time – as we all do. So, stop it. From today. Until further notice. All right?

They all look at him as before.

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SECTION A: BRINGING TEXTS TO LIFE

Twelfth Night, William Shakespeare

Answer ALL questions.

You are involved in staging a production of this play. Please read the extract on pages 44, 45 and 46.

8 (a) There are specific choices in this extract for performers.

(i) You are going to play the First Officer. Explain two ways you would use non-verbal communication to play this character in this extract.

(4)

(ii) You are going to play Viola. She realises that Sebastian is alive.

As a performer, give three suggestions of how you would use performance skills to show this.

You must provide a reason for each suggestion. (6)

(b) There are specific choices in this extract for a director.

(i) As a director, discuss how you would use one of the production elements below to bring this extract to life for your audience.

You should refer to the context in which the text was created and first performed.

Choose one of the following:

• props/stage furniture• lighting• sound.

(9)

(ii) Antonio feels that his friendship and loyalty have been betrayed.

As a director, discuss how the performer playing this role might demonstrate these feelings to the audience in this extract and the complete play.

You must consider:

• voice• physicality• stage directions and stage space.

(12)

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(c) There are specific choices in this extract for designers.

Discuss how you would use one of the design elements below to enhance the production of this extract for the audience.

Choose one of the following:

• set • staging • costume.

(14)

(Total for Question 8 = 45 marks)

TOTAL FOR SECTION A = 45 MARKS

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Twelfth Night, William Shakespeare

This play had its first performance at Middle Temple Hall, London, in February 1602.

Enter ANTONIO.

ANTONIO: Put up your sword. If this young gentleman Have done offence, I take the fault on me; If you offend him, I for him defy you.

Drawing his sword.

SIR TOBY: You, sir! Why, what are you?

ANTONIO: One, sir, that for his love dares yet do more Than you have heard him brag to you he will.

SIR TOBY: Nay, if you be an undertaker, I am for you.

Draws.

FABIAN: O good Sir Toby, hold! Here come the officers.

SIR TOBY: I’ll be with you anon.

VIOLA: Pray, sir, put your sword up, if you please.

SIR ANDREW: Marry, will I, sir; and, for that I promised you, I’ll be as good as my word. He will bear you easily, and reins well.

Enter two OFFICERS.

FIRST OFFICER: This is the man; do thy office.

SECOND OFFICER: Antonio, I arrest thee at the suit Of Count Orsino.

ANTONIO: You do mistake me, sir.

FIRST OFFICER: No, sir, no jot; I know your favour well, Through now you have no sea-cap on your head. Take him away; he knows I know him well.

ANTONIO: I must obey. (To VIOLA) This comes with seeking you; But there’s no remedy; I shall answer it. What will you do, now my necessity Makes me to ask you for my purse? It grieves me Much more for what I cannot do for you Than what befalls myself. You stand amazed; But be of comfort.

SECOND OFFICER: Come, sir, away.

ANTONIO: I must entreat of you some of that money.

VIOLA: What money, sir?

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For the fair kindness you have showed me here, And part, being prompted by your present trouble, Out of my lean and low ability I’ll lend you something; my having is not much; I’ll make division of my present with you. Hold, here is half my coffer.

ANTONIO: Will you deny me now? Is ‘t possible that my deserts to you Can lack persuasion? Do not tempt my misery, Lest that it make me so unsound a man As to upbraid you with those kindnesses That I have done for you.

VIOLA: I know of none;

Nor know I you by voice or any feature. I hate ingratitude more in a man Than lying, vainness, babbling drunkenness, Or any taint of vice whose strong corruption Inhabits our frail blood.

ANTONIO: O heavens themselves!

SECOND OFFICER: Come, sir, I pray you, go.

ANTONIO: Let me speak a little. This youth that you see here I snatched one- half out of the jaws of death, Relieved him with such sanctity of love, And to his image, which methought did promise Most venerable worth, did I devotion.

FIRST OFFICER: What’s that to us? The time goes by; away!

ANTONIO: But O! how vile an idol proves this god! Thou hast, Sebastian, done good feature shame. In nature there’s no blemish but the mind; None can be called deformed but the unkind; Virtue is beauty, but the beauteous evil Are empty trunks o’erflourished by the devil.

FIRST OFFICER: The man grows mad; away with him! Come, come, sir.

ANTONIO: Lead me on.

Exeunt OFFICERS with ANTONIO.

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VIOLA: Methinks his words do from such passion fly, That he believes himself; so do not I. Prove true, imagination, O! prove true, That I, dear brother, be now ta’en for you.

SIR TOBY: Come hither, knight; come hither, Fabian we’ll whisper o’er a couplet or two of most sage saws.

VIOLA: He named Sebastian; I my brother know Yet living in my glass; even such and so In favour was my brother; and he went Still in this fashion, colour, ornament, For him I imitate. O! if it prove, Tempests are kind, and salt waves fresh in love.

Exit

SIR TOBY: A very dishonest paltry boy, and more a coward than a hare. His dishonesty appears in leaving his friend here in necessity and denying him; and for his cowardship, ask Fabian.

FABIAN: A coward, a most devout coward, religious in it.

SIR ANDREW: ‘Slid, I’ll after him again, and beat him.

SIR TOBY: Do; cuff him soundly, but never draw thy sword.

SIR ANDREW: An I do not, -

Exit

FABIAN: Come, let’s see the event.

SIR TOBY: I dare lay any money ‘t will be nothing yet.

Exeunt.

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SECTION B

Answer both questions on the performance that you have seen.

9 (a) Analyse how the costume design within the performance made use of contrast to create character.

(6)

(b) Evaluate how vocal skills were used to create tension at one key moment within the performance.

(9)

(Total for Question 9 = 15 marks)

TOTAL FOR SECTION B = 15 MARKS TOTAL FOR PAPER = 60 MARKS

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Every effort has been made to contact copyright holders to obtain their permission for the use of copyright material. Pearson Education Ltd. will, if notified, be happy to rectify any errors or omissions and include any such rectifications in future editions.

Source Information

1984 © By kind permission of Oberon Books Ltd

An Inspector Calls from An Inspector Calls, J B Priestley, Heinemann

Blue Stockings © Reprinted with permission of Nick Hern Books; www.nickhern.co.uk

DNA © DNA (School edition), Dennis Kelly (Oberon Books 2009), by kind permission of Oberon Books Ltd

Dr Korczak’s Example © Capercaillie Books Ltd

The Crucible © from The Crucible, Arthur Miller, Methuen

Government Inspector from © David Harrower and Nikolai Gogol, The Government Inspector, Faber & Faber

Twelfth Night © Twelfth Night – William Shakespeare, New Longman

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Component 3: Theatre Makers in Practice – mark scheme  

Section A: Bringing the Text to Life 1984

 Question Number

You are going to play Parsons. Explain two ways you would use non-verbal communication to play this character in this extract.

Mark

1(a)(i) One mark for each way identified and an additional mark for each linked explanation. Candidates may refer to the following in their answer, for example. Facial Expression • raises eyebrows (1) to indicate superior attitude (1) • narrows eyes (1) or stares at Winston/ Syme to (1) emphasise

importance of his story (1) • smiling (1) to show his pride in his daughter’s actions (1). Gesture/Movement • mimed gestures such as the rifle (1) to show his support of

the party (1) • dismissive gestures used to interrupt Winston (1) to show

status (1) • use of food/ eating implements (1) or gestures (1) to reflect

his enthusiasm for his story (1) Look for other reasonable marking points.

                 (4)

 

Question Number

You are going to play Syme. He does not like Parsons. As a performer, give three suggestions of how you would use performance skills to show his state of mind in this extract. You must provide a reason for each suggestion.

Mark

1(a)(ii) One mark for each suggestion and one mark for each appropriate reason: • physically indicate understanding of stage directions, Syme

doesn’t like him, using gesture (1), movement (1) • appropriate facial expressions (1) in order to demonstrate his

attitude from the start of the extract (1) • the pace of vocal delivery (1) to show dislike (1) • use of monotone (1) or sardonic tone (1) to vocalise his

attitude to Parsons (1) • use of pause (1) to indicate his attitude (1) • use of facial expression (1) to reflect (1) or intensify (1) his

dislike, for example during Parsons’ monologue • use of movement (1) for example standing/sitting to indicate

impatience (1) use of gesture (1) to indicate boredom (1)  

Look for other reasonable marking points.  

 (6)

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Question Number

As a director, discuss how you would use one of the production elements below to bring this extract to life for your audience. You should refer to the context in which the text was created and first performed. Choose one of the following: • props/stage furniture • lighting • sound.

1(b)(i) AO3 = 9 marks

Candidates may refer to the following in their answers:  props/stage furniture: reference to props within the space and/or personal props as appropriate to help indicate character, time period and location or symbolic meaning, e.g. trays, food, chairs, telescreen  Lighting: changes in lighting states and/ or intensity to indicate a change in atmosphere or location; colour in lights to enhance and/or indicate location/mood/atmosphere and to enable use of projection, e.g. harsh spotlight, colour wash in a specific area of the stage.  Sound: live or recorded sound and/or music to set mood, create atmosphere, punctuate the action, as a counterpoint to the time and place, to help establish the time and place, e.g. uncomfortable, loud, oppressive sounds: voice-overs, alarms and unexpected loud sounds. The audience should be central to the response and reference should be made to the context in which the text was created and first performed, e.g. references to looking back in time, reference to oppressive regimes in the past and present and how they use symbolism, propaganda and behaviour to control.  Look for other reasonable marking points.

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Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Drama – Additonal Assessment Materials – Issue 1 – June 2017 © Pearson Education Limited 2017   

 

 

Marking instructions  

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

 

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 3 marks.

 

Level Mark Descriptor (AO3)

  0 No rewardable material. Level 1 1–3 • Response is limited demonstrating basic knowledge with limited

understanding in relation to the chosen element.     • Response tends to be mainly narrative and/or reported with an

overall lack of focus in relation to the specifics of the question.     • Examples are used but are underdeveloped or may not relate

sufficiently to the extract or the chosen design element.     • Reference to context is basic and may not always be

appropriate, demonstrating limited knowledge and     understanding. Level 2 4–6 • Response is competent demonstrating appropriate and generally

balanced knowledge and understanding in relation to the chosen     element.     • Response is clearly expressed in some detail with consistent

focus in relation to the question.     • Examples used are developed and clearly supported by reasons

that connect the response to the extract and the chosen design     element.     • Reference to context is effective and appropriate, demonstrating

clear and generally balanced knowledge and understanding. Level 3 7–9 • Response is assured demonstrating comprehensive and

balanced knowledge and understanding in relation to the     chosen element.     • Response is coherent and detailed with a high level of focus in

relation to the question.     • Examples used are well developed and supported by reasons

that fully connect the response to the extract and the chosen     design element.     • Reference to context is embedded and fully supports discussion,

demonstrating a secure and balanced knowledge and     understanding.

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Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Drama – Additonal Assessment Materials – Issue 1 – June 2017 © Pearson Education Limited 2017   

 

    

Question Number

Winston questions the Party. As a director, discuss how the performer playing this role might demonstrate this attitude to the audience in this extract and in the complete play. You must consider: • voice • physicality • stage directions and stage space.

1(b)(ii) AO3 = 12 marks

 The question is about the candidate as director making decisions about characterisation. The response should demonstrate an understanding of a director working with a performer in a specific role, within the given extract. It should also show understanding based on the complete text.

 Candidates must consider use of voice, physicality and stage space in the response and may refer to the following in their answers: • voice: how specific lines may be delivered in order to demonstrate

Winston’s questioning attitude through tone, pitch and pace, e.g. the opening section where Winston is interrupted by Parsons. Possible slow pace/ frightened tone as indication of his realisation of the danger of questioning the regime. Possible change in vocal tone and pace in reaction to O’Brien’s voice in the final section of this extract.

• physicality: body shape, gesture and posture at specific moments during the extract that indicate his tension and realisation e.g. when listening to Parsons’ story. Physical reactions to O’Brien’s voice in the final section of this extract may be explored to show horrified realisation.

• stage directions and stage space: placing of Winston in relation to the other characters and his reactions to Julia. The stage directions Winston takes a knife and Winston tenses gives an opportunity to show the impact of questioning the Party. Movement and proxemics in reaction to O’Brien’s voice in the final section of this extract and where he will be in relation to the other characters – who may be frozen – and why. Winston’s use of the space, needs to show realization of the result of questioning the Party, which will later result in his torture in Room 101.

Look for other reasonable marking points.

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Marking instructions  

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

 

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 4 marks.

 

Level Mark Descriptor (AO3)

  0 No rewardable material. Level 1 1–4 • Demonstrates basic knowledge with limited understanding of the     ways a director might explore and develop use of named     elements.     • Shows basic knowledge with limited understanding of how     named elements are used in performance to communicate with     the audience.     • Response tends to be mainly narrative and/or reported with a     lack of focus and uneven consideration of the named elements.     • Examples may be used but do not fully support response.     • Limited knowledge and understanding of the extract and     complete text shown. Level 2 5–8 • Demonstrates competent and generally balanced knowledge and     understanding of the ways a director might explore and develop     use of named elements.     • Shows clear and generally balanced knowledge and     understanding of how named elements are used in performance     to communicate with the audience.     • Response is clearly expressed in some detail with consistent     focus on the question and generally balanced consideration of     the named elements.     • Examples used are developed and clearly support response.     • Competent and generally balanced knowledge and     understanding of extract and complete text shown. Level 3 9–12 • Demonstrates comprehensive and balanced knowledge and

understanding of the ways a director might explore and develop     use of named elements.     • Shows assured and balanced knowledge and understanding of     how named elements are used in performance to communicate     with the audience     • Response is detailed and highly focused on the question with     comprehensive and balanced consideration of all elements.     • Examples are well developed and fully support response.     • Comprehensive and balanced knowledge and understanding of     extract and complete text shown.

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Question Number

There are specific choices in this extract for designers. Discuss how you would use one of the design elements below to enhance the production of this extract for the audience.Choose one of the following: • set• staging• costume.

1(c) AO3 = 14 marks

The response should demonstrate how the chosen element would be used to enhance the production of this extract.

Candidates may refer to the following in their answers: • use of the element and demonstrate understanding of e.g. the use of

specific set items such as flats and stage furniture as part of the set to create specific locations or to focus attention on the setting and/or a relationship or a change of time and/or location

• reasons for the decisions made, including, e.g. the reasons for type ofstage space, relationship with audience and the intention for the use of particular staging effects at specific times in the extract e.g. thrust stage, levels

• there may be evidence of how the costume design, e.g. may enableperformers to indicate status or character, will either be aiming for realism or symbolism, could include the intention for the use of particular colours, textures, fabrics as well as the condition of garments used

set: use of levels, specific examples of how the location might be established for audience, with consideration of naturalistic/non-naturalistic, e.g. use of projection – whole wall as a screen or covered in Big Brother’s image

staging: entrances and exits, awareness of audience and creating an appropriate space for performers and audience, e.g. sight lines, use of cameras/walls as screens to emphasise lack of privacy, window showing the corridor so show that constant observation is going on.

costume: to indicate time period and/or status. Symbolic/representational costume with possible coordination with other chosen elements. Awareness of audience and ease of use for performers, e.g. different styles/ colours of costume for Winston and Parsons/ Syme to show status and responsibility, use of worker’s uniforms to show obedience and lack of individuality, subtle differentiation of Julia’s costume

Look for other reasonable marking points.

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Marking instructions  

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

 

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 5 marks.

 

Level Mark Descriptor (AO3)

  0 No rewardable material. Level 1 1–3 • Demonstrates limited knowledge and understanding of the ways

in a designer might explore and develop the chosen element.     • Shows limited knowledge and understanding of how the chosen

element is used in performance to enhance the production for     the audience.     • Response tends to be mainly narrative and reported, and lacks

focus. Use of examples is limited and tentatively relate to the     response.     • Limited use of technical and subject-specific language which

may not always be appropriate. Level 2 4-7 • Demonstrates basic knowledge and some understanding of the

ways in a designer might explore and develop the chosen     element.     • Shows basic knowledge and some understanding of how the

chosen element is used in performance to enhance the     production for the audience.     • Response shows emerging clarity with some detail and focus.

Examples used partially support the response.     • Basic use of technical and subject-specific language. Level 3 8-11 • Demonstrates competent and generally balanced knowledge and

understanding of the ways a designer might explore and develop     the chosen element.     • Shows competent and generally balanced knowledge and

understanding of how the chosen element is used in     performance to enhance the production for the audience.     • Response is clearly expressed and detailed, with generally

consistent focus. Examples are used effectively to support     discussion.     • Competent use of technical and subject-specific language. Level 4 12-14 • Demonstrates assured and balanced knowledge and

understanding of the ways a designer might explore and develop     the chosen element.     • Shows confident and balanced knowledge and understanding of

how the chosen element is used in performance to enhance the     production for the audience.     • Response is assured with comprehensive detail and sustained

focus throughout. Examples are well developed and fully support     response.     • Confident use of technical and subject-specific language.

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Section A: Bringing the Text to Life An Inspector Calls

Question Number

You are going to play Mr Birling. Explain two ways you would use non-verbal communication to play this character in this extract.

Mark

2(a)(i) One mark for each way identified and an additional mark for each linked explanation. Candidates may refer to the following in their answer, for example. Facial Expression • incredulous (1) or outraged expression (1) at being interrupted

(1) or to indicate stage direction (angrily) (1). change in expression on hearing the doorbell (1) or on returning (agitated) (1)

Gesture/Movement • physical reactions to the inspector (1) to emphasise anger (1) or

arrogance (1) • eye-contact with other characters (1) to communicate his

reaction to the inspector (1) or his fear for Eric (1) • change of positioning (1) or posture (1) on even though we

don’t need him here (1) to indicate his anxiety about Eric’s involvement (1).

Look for other reasonable marking points. (4)

Question Number

You are going to play Mrs Birling. She is reluctant to admit that she knows Eva Smith, known as Daisy Renton. As a performer, give three suggestions of how you would use performance skills from to show. You must provide a reason for each suggestion.

Mark

2(a)(ii) One mark for each suggestion and one mark for each appropriate reason. Candidates may refer to the following in their answer, for example: • appropriate gesture at the start of this extract (1) to indicate

suspicion of the Inspector (1) • vocal expression (1) to show her outburst to the inspector (1)• movement on delivery of specific lines – Yes, Yes, but

I see no point etc…, e.g. (1) to show support for Sheila (1)• physical reaction Sheila’s story (1) to demonstrate growing

disquiet (1). Her presence in the space in relation to others in the extract (1) to demonstrate her status in relation to the family and the Inspector (1)

• pace/tone/pitch (1) to indicate attitude towards the Inspector(1)

• facial reaction to being shown the photograph (1) showingrecognition / lack of recognition (1).

Look for other reasonable marking points. (6)

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Question Number

As a director, discuss how you would use one of the production elements below to bring this extract to life for your audience. You should refer to the context in which the text was created and first performed. Choose one of the following: • props/stage furniture • lighting • sound.

 

2(b)(i) AO3 = 9 marks  

Candidates may refer to the following in their answers:  

Props/stage furniture: reference to props within the space and/or personal props as appropriate to help indicate character, time period and location or symbolic meaning, e.g. Inspector’s notebook, the photograph of Eva Smith, appropriate personal props for the Birlings and stage furniture to show wealth and location. Lighting: colour in lights to enhance and/or indicate location/mood/atmosphere, e.g. soft mood natural lighting to indicate night, shadows created by lowering intensity lights (tension), light from open fire or chandelier or table lamps, use of projection.

 Sound: live or recorded sound and/or music to set mood, create atmosphere, punctuate the action, as a counterpoint to the time and place, to help establish the time and place, e.g. tranquil ambience, ticking clock, sound of fire, music playing in background, appropriate background sounds.

 The audience should be central to the response and reference should be made to the context in which the text was created and first performed, e.g. class differences, social responsibility and ethics, post-war social comment to show change in society to focus more on welfare of others.

 Look for other reasonable marking points.

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Marking instructions  

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

 

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 3 marks.

 

Level Mark Descriptor (AO3)

  0 No rewardable material. Level 1 1–3 • Response is limited demonstrating basic knowledge with limited

understanding in relation to the chosen element.     • Response tends to be mainly narrative and/or reported with an

overall lack of focus in relation to the specifics of the question.     • Examples are used but are underdeveloped or may not relate

sufficiently to the extract or the chosen design element.     • Reference to context is basic and may not always be

appropriate, demonstrating limited knowledge and     understanding. Level 2 4–6 • Response is competent demonstrating appropriate and generally

balanced knowledge and understanding in relation to the chosen     element.     • Response is clearly expressed in some detail with consistent

focus in relation to the question.     • Examples used are developed and clearly supported by reasons

that connect the response to the extract and the chosen design     element.     • Reference to context is effective and appropriate, demonstrating

clear and generally balanced knowledge and understanding. Level 3 7–9 • Response is assured demonstrating comprehensive and

balanced knowledge and understanding in relation to the     chosen element.     • Response is coherent and detailed with a high level of focus in

relation to the question.     • Examples used are well developed and supported by reasons

that fully connect the response to the extract and the chosen     design element.     • Reference to context is embedded and fully supports discussion,

demonstrating a secure and balanced knowledge and     understanding.

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 10

S50248A

 

Question Number

 

Sheila Birling begins to see her family and their behaviour differently. As a director, discuss how the performer playing this role might demonstrate her changing attitude to the audience in this extract and in the complete play. You must consider: • voice • physicality • stage directions and stage space.

2(b)(ii) AO3 = 12 marks

 The question is about the candidate as director making decisions about characterisation. The response should demonstrate an understanding of a director working with a performer in a specific role within the given extract. It should also show understanding based on the complete text.

 Candidates must consider use of voice, physicality and stage space in the response and may refer to the following in their answers: • voice: how specific lines may be delivered in order to demonstrate the

Sheila’s changing attitude through tone, pitch and pace, e.g. in speech about we’ve no excuse now for putting on airs and on the line Go on Mother. You might as well admit it. etc… Sheila’s opinions towards the family change throughout the play

• physicality: body shape, gesture and posture at specific moments during the extract that indicate her reactions to others, e.g. when the Inspector reveals that Mrs Birling spoke to Eva 2 weeks ago and when Sheila reassures her bewildered parents about Eric reminding Gerald where it was exactly that he met Daisy Renton. We know Sheila cares for her family but is increasingly critical of their actions

• stage directions and stage space: placing of Sheila in the space in relation to the other characters and whether this would change during the extract and why, e.g. use of furniture, and other properties, where she is when he delivers her last line in the extract, Mother! Needs to show Sheila listening and reacting. Consideration of silent moments as Sheila is often not the central focus in this extract but some of her reactions may mirror those of the audience

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Marking instructions  

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

 

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 4 marks.

 

Level Mark Descriptor (AO3)

  0 No rewardable material. Level 1 1–4 • Demonstrates basic knowledge with limited understanding of the     ways a director might explore and develop use of named     elements.     • Shows basic knowledge with limited understanding of how     named elements are used in performance to communicate with     the audience.     • Response tends to be mainly narrative and/or reported with a     lack of focus and uneven consideration of the named elements.     • Examples may be used but do not fully support response.     • Limited knowledge and understanding of the extract and     complete text shown. Level 2 5–8 • Demonstrates competent and generally balanced knowledge and     understanding of the ways a director might explore and develop     use of named elements.     • Shows clear and generally balanced knowledge and     understanding of how named elements are used in performance     to communicate with the audience.     • Response is clearly expressed in some detail with consistent     focus on the question and generally balanced consideration of     the named elements.     • Examples used are developed and clearly support response.     • Competent and generally balanced knowledge and     understanding of extract and complete text shown. Level 3 9–12 • Demonstrates comprehensive and balanced knowledge and

understanding of the ways a director might explore and develop     use of named elements.     • Shows assured and balanced knowledge and understanding of     how named elements are used in performance to communicate     with the audience     • Response is detailed and highly focused on the question with     comprehensive and balanced consideration of all elements.     • Examples are well developed and fully support response.     • Comprehensive and balanced knowledge and understanding of     extract and complete text shown.

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Question Number

There are specific choices in this extract for designers. Discuss how you would use one of the design elements below to enhance the production of this extract for the audience.

Choose one of the following: • set• staging• costume.

2(c) AO3 = 14 marks

The focus of the response should demonstrate how the chosen element would be used to enhance the production of this extract

Candidates may refer to the following in their answers: • use of the element and demonstrate understanding of e.g. the use of

specific set items such as flats and stage furniture as part of the set to create specific locations or to focus attention on the setting and/or a relationship or a change of time and/or location

• reasons for the decisions made, including, e.g. the reasons for type ofstage space, relationship with audience and the intention for the use of particular staging effects at specific times in the extract e.g. thrust stage, levels

• there may be evidence of how the costume design, e.g. may enableperformers to indicate status or character, will either be aiming for realism or symbolism, could include the intention for the use of particular colours, textures, fabrics as well as the condition of garments used

Set: use of levels, specific examples of how the location might be established for audience, with consideration of e.g., naturalistic elements of the set so the audience has clear indications about the Birling family status, room should demonstrate status staging: entrances and exits, awareness of audience and creating an appropriate space for performers and audience, e.g. sight lines, cross-section of house, complete living room costume: to indicate time period and/or status. Symbolic/representational costume with possible coordination with other chosen elements. Awareness of audience and ease of use for performers, e.g. costumes for the Birlings to represent wealthy middle-class background. These may be period costume or contemporary costume, Inspector’s costume is different to show his status, position and authority.

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Marking instructions  

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

 

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 5 marks.

 

Level Mark Descriptor (AO3)

  0 No rewardable material. Level 1 1–3 • Demonstrates limited knowledge and understanding of the ways

in a designer might explore and develop the chosen element.     • Shows limited knowledge and understanding of how the chosen

element is used in performance to enhance the production for     the audience.     • Response tends to be mainly narrative and reported, and lacks

focus. Use of examples is limited and tentatively relate to the     response.     • Limited use of technical and subject-specific language which

may not always be appropriate. Level 2 4-7 • Demonstrates basic knowledge and some understanding of the

ways in a designer might explore and develop the chosen     element.     • Shows basic knowledge and some understanding of how the

chosen element is used in performance to enhance the     production for the audience.     • Response shows emerging clarity with some detail and focus.

Examples used partially support the response.     • Basic use of technical and subject-specific language. Level 3 8-11 • Demonstrates competent and generally balanced knowledge and

understanding of the ways a designer might explore and develop     the chosen element.     • Shows competent and generally balanced knowledge and

understanding of how the chosen element is used in     performance to enhance the production for the audience.     • Response is clearly expressed and detailed, with generally

consistent focus. Examples are used effectively to support     discussion.     • Competent use of technical and subject-specific language. Level 4 12-14 • Demonstrates assured and balanced knowledge and

understanding of the ways a designer might explore and develop     the chosen element.     • Shows confident and balanced knowledge and understanding of

how the chosen element is used in performance to enhance the     production for the audience.     • Response is assured with comprehensive detail and sustained

focus throughout. Examples are well developed and fully support     response.     • Confident use of technical and subject-specific language.

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Section A: Bringing the Text to Life  

Blue Stockings  

Question Number

You are going to play Miss Bott. Explain two ways you would use non- verbal communication to play this character in this extract.

Mark

3(a)(i) One mark for each way identified and an additional mark for each linked explanation. Candidates may refer to the following in their answer, for example. Facial Expression sharp gaze (1) to show she’s watching Will and Tess (1) glances away (1) to show selective attention (1) disapproving stare (1) to match lines such as Rules are

rules. (1) Gesture/Movement • use of knitting needles (1) to indicate disinterest (1) or

disapproval (1) • entrance (1) to indicate her role as a chaperone (1) • in response to Will holding Tess (1) to indicate surprise (1) or

shock (1) at him breaking the rules (1)   

Look for other reasonable marking points.

                  

 (4)

 

Question Number

You are going to play Tess. She is surprised that her visitor is Will. As a performer, give three suggestions of how you would use performance skills to show this. You must provide a reason for each suggestion.

3(a)(ii) One mark for each suggestion and one mark for each appropriate

reason. Candidates may refer to the following in their answer, for example:

• use of facial expressions (1) to show her reaction to Will from

the start of the extract (1) • vocal expression to show initial surprise (1) change of tone

(1) to show disappointment (1) • use of tone (1) to show her awkwardness (1) and/ or to hide

that she was expeting Ralph (1) • use of movement (1) to indicate that This is awkward (1) • changes to her movement in the remainder of the extract (1)

to show that Will is one of my oldest friends (1) and/ or that she is angry with his attitude (1)

 

Look for other reasonable marking points.  

 (6)

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Question Number

 

As a director, discuss how you would use one of the production elements below to bring this extract to life for your audience. You should refer to the context in which the text was created and first performed. Choose one of the following: • props/stage furniture • lighting • sound.

3(b)(i) AO3 = 9 marks

 Candidates may refer to the following in their answers:

 props/stage furniture: reference to props within the space and/or personal props as appropriate to help indicate character, time period and location or symbolic meaning, e.g. creating Tess’ room using the positioning of appropriate stage furniture e.g. a bed, a desk, a chair. Position of the doorway and of how plain or decorative the room would look Lighting: colour in lights to enhance and/or indicate location/mood/atmosphere, use of projection e.g. natural sunlight from doors, windows, table lamps, lights on the walls e.g. use of light beyond the open doorway and as the door opens to create a sense of reality, lowering intensity of lights to create mood

 Sound: live or recorded sound and/or music to set mood, create atmosphere, punctuate the action, as a counterpoint to the time and place, to help establish the time and place, e.g. street sounds from outside at the start, giggling or chatter from the girls in the boarding house, church bells in the distance, doors closing, Miss Bott’s knitting needles clacking

 The audience should be central to the response and reference should be made to the context in which the text was created and first performed, e.g. performed at The Globe, so thrust stage and different audience positioning would have an impact, production could reference the restrictions of education at the time for women.

 Look for other reasonable marking points.

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Marking instructions  

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

 

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 3 marks.

 

Level Mark Descriptor (AO3)

  0 No rewardable material. Level 1 1–3 • Response is limited demonstrating basic knowledge with limited

understanding in relation to the chosen element.     • Response tends to be mainly narrative and/or reported with an

overall lack of focus in relation to the specifics of the question.     • Examples are used but are underdeveloped or may not relate

sufficiently to the extract or the chosen design element.     • Reference to context is basic and may not always be

appropriate, demonstrating limited knowledge and     understanding. Level 2 4–6 • Response is competent demonstrating appropriate and generally

balanced knowledge and understanding in relation to the chosen     element.     • Response is clearly expressed in some detail with consistent

focus in relation to the question.     • Examples used are developed and clearly supported by reasons

that connect the response to the extract and the chosen design     element.     • Reference to context is effective and appropriate, demonstrating

clear and generally balanced knowledge and understanding. Level 3 7–9 • Response is assured demonstrating comprehensive and

balanced knowledge and understanding in relation to the     chosen element.     • Response is coherent and detailed with a high level of focus in

relation to the question.     • Examples used are well developed and supported by reasons

that fully connect the response to the extract and the chosen     design element.     • Reference to context is embedded and fully supports discussion,

demonstrating a secure and balanced knowledge and     understanding.

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Question Number

 

Will is confused about his feelings for Tess. As a director, discuss how the performer playing this role might demonstrate these feelings to the audience in this extract and in the complete play. You must consider: • voice • physicality • stage directions and stage space.

3(b)(ii) AO3 = 12 marks

 The question is about the candidate as director making decisions about characterisation. The response should demonstrate an understanding of a director working with a performer in a specific role within the given extract. It should also show understanding based on the complete text.

 Candidates must consider both use of voice and physicality in the response and may refer to the following in their answers: • voice: discussion around the use of voice may offer ideas around how

specific lines may be delivered in order to demonstrate Will’s feelings through tone pitch and pace, e.g. uncertain tone at ‘about what happened in the street…’, change of tone where he criticizes Tess and then softer at ‘All I can do is worry’. He is in the process of discovering that he is in love with Tess but has not yet admitted this to himself or to Tess.

• physicality: body shape, gesture and posture at specific moments during the extract that indicate attitude, e.g. upright posture, urgent gestures when challenging Tess – softer and less confident at other times, indicating his changing feelings about Tess and about women’s education

• stage directions and stage space: where he last saw Tess (in the street) and his unfamiliarity with her room. The proxemics between Will, Tess and Miss Bott, and Will’s awkwardness at being chaperoned in this way, reaction to Tess’ initial disappointment, the perfume etc. Needs to reflect Will’s role as a man who is struggling with his feelings for Tess and his reaction to her behaviour (‘parading yourselves’)

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Marking instructions  

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

 

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 4 marks.

 

Level Mark Descriptor (AO3)

  0 No rewardable material. Level 1 1–4 • Demonstrates basic knowledge with limited understanding of the     ways a director might explore and develop use of named     elements.     • Shows basic knowledge with limited understanding of how     named elements are used in performance to communicate with     the audience.     • Response tends to be mainly narrative and/or reported with a     lack of focus and uneven consideration of the named elements.     • Examples may be used but do not fully support response.     • Limited knowledge and understanding of the extract and     complete text shown. Level 2 5–8 • Demonstrates competent and generally balanced knowledge and     understanding of the ways a director might explore and develop     use of named elements.     • Shows clear and generally balanced knowledge and     understanding of how named elements are used in performance     to communicate with the audience.     • Response is clearly expressed in some detail with consistent     focus on the question and generally balanced consideration of     the named elements.     • Examples used are developed and clearly support response.     • Competent and generally balanced knowledge and     understanding of extract and complete text shown. Level 3 9–12 • Demonstrates comprehensive and balanced knowledge and

understanding of the ways a director might explore and develop     use of named elements.     • Shows assured and balanced knowledge and understanding of     how named elements are used in performance to communicate     with the audience     • Response is detailed and highly focused on the question with     comprehensive and balanced consideration of all elements.     • Examples are well developed and fully support response.     • Comprehensive and balanced knowledge and understanding of     extract and complete text shown.

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Question Number

There are specific choices in this extract for designers. Discuss how you would use one of the design elements below to enhance the production of this extract for the audience.Choose one of the following: • set• staging• costume

3(c) AO3 = 14 marks

The response should demonstrate how the chosen element would be used to enhance the production of this extract.

Candidates may refer to the following in their answers: • use of the element and demonstrate understanding of e.g. the use of

specific set items such as flats and stage furniture as part of the set to create specific locations or to focus attention on the setting and/or a relationship or a change of time and/or location

• reasons for the decisions made, including, e.g. the reasons for type ofstage space, relationship with audience and the intention for the use of particular staging effects at specific times in the extract e.g. thrust stage, levels

• there may be evidence of how the costume design, e.g. may enableperformers to indicate status or character, will either be aiming for realism or symbolism, could include the intention for the use of particular colours, textures, fabrics as well as the condition of garments used

Set: use of levels, specific examples of how the location might be established for audience, with consideration of e.g., naturalistic, turn of century choices, dark woods, black and white tiles on flooring, as well as personal touches for Tess’ room e.g. colours of bed-linen, and/ or cushions, dressing of the desk with books and papers staging: entrances and exits, awareness of audience and creating an appropriate space for performers and audience with consideration e.g. sight lines, e.g. Will and Miss Bott in the doorway, positioning of Miss Bott to observe Will and Tess while leaving them the central focus costume: to indicate time period and/or status. Symbolic/representational costume with possible coordination with other chosen elements. Awareness of audience and ease of use for performers. e.g. appropriate period costumes to show different statuses, Tess may be dressed in plain, unfussy fashion, Miss Bott more formally in dark colours, Will in smart/ casual clothing appropriate for the time

Look for other reasonable marking points.

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Marking instructions  

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

 

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 5 marks.

 

Level Mark Descriptor (AO3)

  0 No rewardable material. Level 1 1–3 • Demonstrates limited knowledge and understanding of the ways

in a designer might explore and develop the chosen element.     • Shows limited knowledge and understanding of how the chosen

element is used in performance to enhance the production for     the audience.     • Response tends to be mainly narrative and reported, and lacks

focus. Use of examples is limited and tentatively relate to the     response.     • Limited use of technical and subject-specific language which

may not always be appropriate. Level 2 4-7 • Demonstrates basic knowledge and some understanding of the

ways in a designer might explore and develop the chosen     element.     • Shows basic knowledge and some understanding of how the

chosen element is used in performance to enhance the     production for the audience.     • Response shows emerging clarity with some detail and focus.

Examples used partially support the response.     • Basic use of technical and subject-specific language. Level 3 8-11 • Demonstrates competent and generally balanced knowledge and

understanding of the ways a designer might explore and develop     the chosen element.     • Shows competent and generally balanced knowledge and

understanding of how the chosen element is used in     performance to enhance the production for the audience.     • Response is clearly expressed and detailed, with generally

consistent focus. Examples are used effectively to support     discussion.     • Competent use of technical and subject-specific language. Level 4 12-14 • Demonstrates assured and balanced knowledge and

understanding of the ways a designer might explore and develop     the chosen element.     • Shows confident and balanced knowledge and understanding of

how the chosen element is used in performance to enhance the     production for the audience.     • Response is assured with comprehensive detail and sustained

focus throughout. Examples are well developed and fully support     response.     • Confident use of technical and subject-specific language.

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Section A: Bringing the Text to Life

The Crucible

Question Number

You are going to play Elizabeth Proctor. Explain two ways you would use non-verbal communication to play this character in this extract.

Mark

4(a)(i) One mark for each way identified and an additional mark for each linked explanation. Candidates may refer to the following in their answer, for example. Facial Expression fearful (1) or wary reaction to your wife’s name – is

mentioned in court (1) shocked expression (1) to show disbelief that Rebecca has

been accused (1) following exchange between Proctor and Hale (1) to show

anxiety/ concern for her husband (1) Gesture/Movement • protective (1) or aggressive (1) gesture on mention of Rebecca (1)

to show vulnerability (1) or outrage (1) • appropriate gestures as Hale questions Proctor (1) to show support /

belief in his goodness (1) • movement towards Proctor (1) to show fear that he will be ‘caught

out’ (1)

Look for other reasonable marking points.

(4)

Question Number

You are going to play Hale. He is determined to discover the truth. As a performer, give three suggestions of how you would use performance skills to show this. You must provide reasons for each suggestion.

Mark

4(a)(ii) One mark for each suggestion and one mark for each appropriate reason. Candidates may refer to the following in their answer, for example: • physically responding to John and Elizabeth (end of extract)

(1) to show his reaction (1) • using gesture (1) to demonstrate his suspicions of the

Proctors (1) • use of tone (1) to show his determination to discover the

truth (1) • use of pace (1) to create a sense of interrogation (1)• use of space (1) to increase tension (1) and communicate his

statue (1)• his physical reactions to Elizabeth’s denials (1) or John’s

uncertainty (1).

Look for other reasonable marking points. (6)

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Question Number

As a director, discuss how you would use one of the production elements below to bring this extract to life for your audience. You should refer to the context in which the text was created and first performed. Choose one of the following: • props/stage furniture • lighting • sound

4(b)(i) AO3 = 9 marks

 Candidates may refer to the following in their answers:

 props/stage furniture: reference to props within the space and/or personal props as appropriate to help indicate character, time period and location or symbolic meaning, e.g. Hale’s papers and lanterns, Proctor’s gun and appropriate kitchen furniture including props such as the cooking pot and ladle, chairs on which Proctor and Elizabeth sit. Lighting: colour or intensity in lights to enhance and/or indicate location/mood/atmosphere, use of projection, e.g. low intensity wash to suggest the fact that night is approaching, and that this is essentially a dark room, main light source from window and/ or door and of the fire, possible use of lantern light and/ or spotlight to focus on the exchange between Proctor and Hale towards the end of the extract

 Sound: live or recorded sound and/or music to set mood, create atmosphere, punctuate the action, as a counterpoint to the time and place, to help establish the time and place, e.g. crackle of the fire, ticking of the clock or appropriate night-time sound effects as a counter-point to silence/ pauses.

 The audience should be central to the response and reference should be made to the context in which the text was created and first performed e.g. text about unjust persecution, hysteria and strong personal belief.

 Look for other reasonable marking points.

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Marking instructions  

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

 

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 3 marks.

 

Level Mark Descriptor (AO3)

  0 No rewardable material. Level 1 1–3 • Response is limited demonstrating basic knowledge with limited

understanding in relation to the chosen element.     • Response tends to be mainly narrative and/or reported with an

overall lack of focus in relation to the specifics of the question.     • Examples are used but are underdeveloped or may not relate

sufficiently to the extract or the chosen design element.     • Reference to context is basic and may not always be

appropriate, demonstrating limited knowledge and     understanding. Level 2 4–6 • Response is competent demonstrating appropriate and generally

balanced knowledge and understanding in relation to the chosen     element.     • Response is clearly expressed in some detail with consistent

focus in relation to the question.     • Examples used are developed and clearly supported by reasons

that connect the response to the extract and the chosen design     element.     • Reference to context is effective and appropriate, demonstrating

clear and generally balanced knowledge and understanding. Level 3 7–9 • Response is assured demonstrating comprehensive and

balanced knowledge and understanding in relation to the     chosen element.     • Response is coherent and detailed with a high level of focus in

relation to the question.     • Examples used are well developed and supported by reasons

that fully connect the response to the extract and the chosen     design element.     • Reference to context is embedded and fully supports discussion,

demonstrating a secure and balanced knowledge and     understanding.

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Question Number

John Proctor defends his postion as ‘a good man’. As a director, discuss how the performer playing this role might demonstrate this to the audience in this extract and the complete play. You must consider: • voice • physicality • stage directions and stage space.

4(b)(ii) AO3 = 12 marks

 The question is about the candidate as director making decisions about characterisation. The response should demonstrate an understanding of a director working with a performer in a specific role within the given extract. It should also show understanding based on the complete text.

 Candidates must consider both use of voice and physicality in the response and may refer to the following in their answers: • voice: discussion around the use of voice may offer ideas around how

specific lines may be delivered in order to demonstrate Proctor’s objective through tone pitch and pace, e.g. defensive attitude to Hale, attempting to conceal his anxiety on ‘What’s your suspicion Mr Hale?’. We know he has committed adultery but nonetheless considers himself a good man so this conflict needs to come through

• physicality: body shape, gesture and posture at specific moments during the extract that indicate his attitude, e.g. Movement off the chair where he is sitting to indicate strong emotions, building his outrage in the speech about the candlesticks through physical tension and gesture, stillness when asked to recite commandments

• stage directions and stage space: movement from the initial seated position in the space could indicate suppressed guilt about Abigail by moving further away from Elizabeth as Hale questions him, or anger moving closet to Hale and/ or audience, eye contact could indicate defiance and/ or guilt as the exchange develops

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Marking instructions  

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

 

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 4 marks.

 

Level Mark Descriptor (AO3)

  0 No rewardable material. Level 1 1–4 • Demonstrates basic knowledge with limited understanding of the     ways a director might explore and develop use of named     elements.     • Shows basic knowledge with limited understanding of how     named elements are used in performance to communicate with     the audience.     • Response tends to be mainly narrative and/or reported with a     lack of focus and uneven consideration of the named elements.     • Examples may be used but do not fully support response.     • Limited knowledge and understanding of the extract and     complete text shown. Level 2 5–8 • Demonstrates competent and generally balanced knowledge and     understanding of the ways a director might explore and develop     use of named elements.     • Shows clear and generally balanced knowledge and     understanding of how named elements are used in performance     to communicate with the audience.     • Response is clearly expressed in some detail with consistent     focus on the question and generally balanced consideration of     the named elements.     • Examples used are developed and clearly support response.     • Competent and generally balanced knowledge and     understanding of extract and complete text shown. Level 3 9–12 • Demonstrates comprehensive and balanced knowledge and

understanding of the ways a director might explore and develop     use of named elements.     • Shows assured and balanced knowledge and understanding of     how named elements are used in performance to communicate     with the audience     • Response is detailed and highly focused on the question with     comprehensive and balanced consideration of all elements.     • Examples are well developed and fully support response.     • Comprehensive and balanced knowledge and understanding of     extract and complete text shown.

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Question Number

There are specific choices in this extract for designers. Discuss how you would use one of the design elements below to enhance the production of this extract for the audience.Choose one of the following: • set• staging• costume.

4(c) AO3 = 14 marks

The response should demonstrate how the chosen element would be used to enhance the production of this extract.

Candidates may refer to the following in their answers: • use of the element and demonstrate understanding of e.g. the use of

specific set items such as flats and stage furniture as part of the set to create specific locations or to focus attention on the setting and/or a relationship or a change of time and/or location

• reasons for the decisions made, including, e.g. the reasons for type ofstage space, relationship with audience and the intention for the use of particular staging effects at specific times in the extract e.g. thrust, levels

• there may be evidence of how the costume design, e.g. may enableperformers to indicate status or character, will either be aiming for realism or symbolism, could include the intention for the use of particular colours, textures, fabrics as well as the condition of garments used

Set: use of levels, specific examples of how the location might be established for audience, with consideration of e.g., naturalistic set to show simple condition of the Proctors’ home, levels/ stairs, doorway, window, fire place, muted colours or monochrome with no decoration to indicate puritan life-style

staging: entrances and exits, awareness of audience and creating an appropriate space for performers and audience with consideration of, e.g. the doorway, the fireplace, the kitchen table, the window

costume: to indicate time period and/or status. Symbolic/representational costume with possible coordination with other chosen elements. Awareness of audience and ease of use for performers, e.g. appropriate neat clean dress for Elizabeth, rougher working clothes for Proctor, appropriate official costume to show Hale’s status as a witchfinder

Look for other reasonable marking points.

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Marking instructions

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 5 marks. Level Mark Descriptor (AO3)

0 No rewardable material. Level 1 1–3 • Demonstrates limited knowledge and understanding of the ways

in a designer might explore and develop the chosen element.• Shows limited knowledge and understanding of how the chosen

element is used in performance to enhance the production forthe audience.

• Response tends to be mainly narrative and reported, and lacksfocus. Use of examples is limited and tentatively relate to theresponse.

• Limited use of technical and subject-specific language whichmay not always be appropriate.

Level 2 4-7 • Demonstrates basic knowledge and some understanding of theways in a designer might explore and develop the chosenelement.

• Shows basic knowledge and some understanding of how thechosen element is used in performance to enhance theproduction for the audience.

• Response shows emerging clarity with some detail and focus.Examples used partially support the response.

• Basic use of technical and subject-specific language.Level 3 8-11 • Demonstrates competent and generally balanced knowledge and

understanding of the ways a designer might explore and developthe chosen element.

• Shows competent and generally balanced knowledge andunderstanding of how the chosen element is used inperformance to enhance the production for the audience.

• Response is clearly expressed and detailed, with generallyconsistent focus. Examples are used effectively to supportdiscussion.

• Competent use of technical and subject-specific language.Level 4 12-14 • Demonstrates assured and balanced knowledge and

understanding of the ways a designer might explore and developthe chosen element.

• Shows confident and balanced knowledge and understanding ofhow the chosen element is used in performance to enhance theproduction for the audience.

• Response is assured with comprehensive detail and sustainedfocus throughout. Examples are well developed and fully supportresponse.

• Confident use of technical and subject-specific language.

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Question Number

You are going to play Phil. Explain two ways you would use non-verbal communication to play this character in this extract.

Mark

5(a)(i) One mark for each way identified and an additional mark for each linked explanation. Candidates may refer to the following in their answer, for example. Facial Expression • moves head to one side (1) or remains impassive (1) in reaction to

Leah’s initial statement (1) • raises eyebrows (1) in acknowledgement of Leah’s appearance

(1) • gaze at food (1) or audience (1) rather than Leah to show that

he does not want to get involved (1) Gesture/Movement • slow and deliberate business with waffle (1) to

demonstrate his detachment (1) • stillness when considering the waffle (1) to show he is

deliberately ignoring Leah (1) • gestures (1) to build tension for the audience and Leah (1)

Look for other reasonable marking points. (4)

Question Number

You are going to play Leah. She says that she is ‘running away’.

As a performer, give three suggestions of how you would use performance skills to show Leah’s intentions. You must provide a reason for your suggestions.

Mark

5(a)(ii) One mark for each suggestion and one mark for each appropriate reason:

• indicate understanding of her intentions, e.g.• movement in relation to Phil throughout the extract (1) to

show her feelings towards him (1)• use of space in relation to Phil being static (1) to indicate the

strength of her feelings (1)• use of volume (1) in order to show Leah’s attempts to get a

reaction from Phil (1)• use of pace to show her growing frustration (1)• use of tone in reaction to Phil’s silence (1) to show her

feelings (1)• vocal pacing/tone pitch in reaction to Phil’s continuing silence• use of facial expression (1) to show that she is

planning to leave (1)• use of gesture (1) to show how she is feeling (1)

Look for other reasonable marking points. (6)

Section A: Bringing the Text to Life

DNA

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Question Number

 

As a director, discuss how you would use one of the production elements below to bring this extract to life for your audience. You should refer to the context in which the text was created and first performed. Choose one of the following: • props/stage furniture • lighting • sound.

 

5(b)(i) AO3 = 9 marks  

Candidates may refer to the following in their answers:  

props/stage furniture: reference to props within the space and/or personal props as appropriate to help indicate character, time period and location or symbolic meaning, e.g. mobile phones, bags, Phil’s food items, rostra to create levels and location, consideration of managing stage furniture across the scene transition.

 Lighting: colour in lights to enhance and/or indicate location/mood/atmosphere, use of projection, e.g. used to generate lots of shadows to indicate menace, secrecy, concealment, confusion and different perspectives, consideration of using lighting to manage the scene transition.

 Sound: live or recorded sound and/or music to set mood, create atmosphere, punctuate the action, as a counterpoint to the time and place, to help establish the time and place, e.g. sounds of the natural environment such as a park, wood, or urban environment sounds, like traffic noise, sirens. The audience should be central to the response and reference should be made to the context in which the text was created and first performed, e.g. created for young people to be performed by them, about peer pressure, inability to connect with others, gang culture/status within gangs, belonging and personal responsibility.

 Look for other reasonable marking points.

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Marking instructions  

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

 

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 3 marks.

 

Level Mark Descriptor (AO3)

  0 No rewardable material. Level 1 1–3 • Response is limited demonstrating basic knowledge with limited

understanding in relation to the chosen element.     • Response tends to be mainly narrative and/or reported with an

overall lack of focus in relation to the specifics of the question.     • Examples are used but are underdeveloped or may not relate

sufficiently to the extract or the chosen design element.     • Reference to context is basic and may not always be

appropriate, demonstrating limited knowledge and     understanding. Level 2 4–6 • Response is competent demonstrating appropriate and generally

balanced knowledge and understanding in relation to the chosen     element.     • Response is clearly expressed in some detail with consistent

focus in relation to the question.     • Examples used are developed and clearly supported by reasons

that connect the response to the extract and the chosen design     element.     • Reference to context is effective and appropriate, demonstrating

clear and generally balanced knowledge and understanding. Level 3 7–9 • Response is assured demonstrating comprehensive and

balanced knowledge and understanding in relation to the     chosen element.     • Response is coherent and detailed with a high level of focus in

relation to the question.     • Examples used are well developed and supported by reasons

that fully connect the response to the extract and the chosen     design element.     • Reference to context is embedded and fully supports discussion,

demonstrating a secure and balanced knowledge and     understanding.

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Question Number

 

Jan repeatedly questions events. As a director, discuss how the performer playing this role might demonstrate this to the audience in this extract and in the complete play. You must consider: • voice • physicality • stage directions and stage space.

5(b)(ii) AO3 = 12 marks

 The question is about the candidate as director making decisions about characterisation. The response should demonstrate an understanding of a director working with a performer in a specific role within the given extract. It should also show understanding based on the complete text.

 Candidates must consider use of voice, physicality and stage space in the response and may refer to the following in their answers: • voice: how specific lines may be delivered in order to demonstrate

Jan’s questions and hesitancy through tone, pitch and pace, e.g. throughout exchange with Mark. Consideration of silence other than where indicated by stage directions, e.g. where Jan’s lines tail off with parentheses.

• physicality: body shape, gesture and posture at specific moments during the extract that indicate both his anxiety about the topic of discussion and his relationship with Mark which is balanced and intimate as Mark often mentally finishes Jan’s lines e.g. Jan: This is… Mark: Yeah. stage directions and stage space: his initial lines as the first to speak, his differing emotion from Mark who is more definite and closed, positioning in the space in relation to Mark and whether this would change during the extract and why – use of levels, e.g. moving along or across the street. Stillness or movement when the stage directions indicate Beat or Pause.

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Marking instructions  

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

 

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 4 marks.

 

Level Mark Descriptor (AO3)

  0 No rewardable material. Level 1 1–4 • Demonstrates basic knowledge with limited understanding of the     ways a director might explore and develop use of named     elements.     • Shows basic knowledge with limited understanding of how     named elements are used in performance to communicate with     the audience.     • Response tends to be mainly narrative and/or reported with a     lack of focus and uneven consideration of the named elements.     • Examples may be used but do not fully support response.     • Limited knowledge and understanding of the extract and     complete text shown. Level 2 5–8 • Demonstrates competent and generally balanced knowledge and     understanding of the ways a director might explore and develop     use of named elements.     • Shows clear and generally balanced knowledge and     understanding of how named elements are used in performance     to communicate with the audience.     • Response is clearly expressed in some detail with consistent     focus on the question and generally balanced consideration of     the named elements.     • Examples used are developed and clearly support response.     • Competent and generally balanced knowledge and     understanding of extract and complete text shown. Level 3 9–12 • Demonstrates comprehensive and balanced knowledge and

understanding of the ways a director might explore and develop     use of named elements.     • Shows assured and balanced knowledge and understanding of     how named elements are used in performance to communicate     with the audience     • Response is detailed and highly focused on the question with     comprehensive and balanced consideration of all elements.     • Examples are well developed and fully support response.     • Comprehensive and balanced knowledge and understanding of     extract and complete text shown.

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Question Number

There are specific choices in this extract for designers. Discuss how you would use one of the design elements below to enhance the production of this extract for the audience. Choose one of the following: • set• staging• costume.

5(c) AO3 = 14 marks

The response should demonstrate how the chosen element would be used to enhance the production of this extract Candidates may refer to the following in their answers: • use of the element and demonstrate understanding of e.g. the use of

specific set items such as flats and stage furniture as part of the set to create specific locations or to focus attention on the setting and/or a relationship or a change of time and/or location

• reasons for the decisions made, including, e.g. the reasons for type ofstage space, relationship with audience and the intention for the use of particular staging effects at specific times in the extract e.g. thrust, levels

• there may be evidence of how the costume design, e.g. may enableperformers to indicate status or character, will either be aiming for realism or symbolism, could include the intention for the use of particular colours, textures, fabrics as well as the condition of garments used

Set: use of levels, specific examples of how the location might be established for audience e.g. naturalistic to indicate time and location, e.g. a natural environment that is a neutral space as none of the group belongs to it/non- naturalistic that uses symbolic or abstract projection to indicate time, location and/or mood

staging: entrances and exits, awareness of audience and creating an appropriate space for performers and audience with consideration, e.g. sight lines, indicate they are outside in natural setting, some indication of menace, possible use of projection, consideration of the transition from A street to A Field.

costume: to indicate time period and/or status. Symbolic/representational costume with possible coordination with other chosen elements. Awareness of audience and ease of use for performers, e.g. contemporary costumes to define personality or location. Strong similarities between costume of Jan and Mark, outdoor clothing especially for Leah who is ‘running away’.

Look for other reasonable marking points.

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Marking instructions  

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

 

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 5 marks.

 

Level Mark Descriptor (AO3)

  0 No rewardable material. Level 1 1–3 • Demonstrates limited knowledge and understanding of the ways

in a designer might explore and develop the chosen element.     • Shows limited knowledge and understanding of how the chosen

element is used in performance to enhance the production for     the audience.     • Response tends to be mainly narrative and reported, and lacks

focus. Use of examples is limited and tentatively relate to the     response.     • Limited use of technical and subject-specific language which

may not always be appropriate. Level 2 4-7 • Demonstrates basic knowledge and some understanding of the

ways in a designer might explore and develop the chosen     element.     • Shows basic knowledge and some understanding of how the

chosen element is used in performance to enhance the     production for the audience.     • Response shows emerging clarity with some detail and focus.

Examples used partially support the response.     • Basic use of technical and subject-specific language. Level 3 8-11 • Demonstrates competent and generally balanced knowledge and

understanding of the ways a designer might explore and develop     the chosen element.     • Shows competent and generally balanced knowledge and

understanding of how the chosen element is used in     performance to enhance the production for the audience.     • Response is clearly expressed and detailed, with generally

consistent focus. Examples are used effectively to support     discussion.     • Competent use of technical and subject-specific language. Level 4 12-14 • Demonstrates assured and balanced knowledge and

understanding of the ways a designer might explore and develop     the chosen element.     • Shows confident and balanced knowledge and understanding of

how the chosen element is used in performance to enhance the     production for the audience.     • Response is assured with comprehensive detail and sustained

focus throughout. Examples are well developed and fully support     response.     • Confident use of technical and subject-specific language.

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10

Section A: Bringing the Text to Life

Dr Korczak’s example

Question Number

You are going to play Actor. Explain two ways you would use non-verbal communication to play this character in this extract.

Mark

6(a)(i) One mark for each way identified and an additional mark for each linked explanation. Candidates may refer to the following in their answer, for example, Facial Expression • eye-contact with audience (1) to show narrator’s role (1) /

distance from the characters (1) • defiant expression (1) to emphasise persecution of the

Jews (1) • glance towards Adzio when introducing him (1) to show

connection (1) e.g. on plenty kids like him did exist Gesture / Movement • glenched fists (1) to emphasise aggression towards the

Jews (1) • movement towards the audience (1) to heighten impact• gesture (1) to introduce Adzio (1) or• to indicate detachment (1) e.g. on That’s what he would do

most probably.

Look for other reasonable marking points.

(4)

Question Number

You are going to play Dr Korczak. He persuades the policeman to let him rescue Adzio. As a performer, give three suggestions of how you would use performance skills to show this in this extract. You must provide a reason for each suggestion.

Mark

6(a)(ii) One mark each for any three of the following points and one mark for each appropriate reason:

choice of position (1) to show understanding of the policeman’s authority (1)

• his use of facial expressions (1) show his respect forthe policeman (1)

• use of tone to show he is persuaded by the policeman (1)• use of emphasis to show his status (1)• change in vocal tone (1) to communicate an understated bribe

(1)• use of space to show he is manipulating the policeman

(1) and values Adzio’s life (1)• use of gesture (1) to show his relationship with the policeman (1)

Look for other reasonable marking points. (6)

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Question Number

As a director, discuss how you would use one of the production elements below to bring this extract to life for your audience. You should refer to the context in which the text was created and first performed. Choose one of the following: • props/stage furniture • lighting • sound.

 

6(b)(i) AO3 = 9 marks

 Candidates may refer to the following in their answers:

 props/stage furniture: reference to props within the space and/or personal props as appropriate to help indicate character, time period and location or symbolic meaning e.g. arm band for Actor-narrator/ Adzio, Korczak’s cigarettes, Adzio’s carrots, police equipment such as the gun, the Adzio doll, desk/ chair for Korczak’s office Lighting: colour in lights to enhance and/or indicate location/mood/atmosphere, use of projection, e.g. needs to reflect neutral space for opening and war-time poverty as the ‘story’ begins so may be sparse, lit by softer natural light to suggest outside location for playground. Consideration of lighting to introduce transition from Actor into character e.g. Adzio, Korczak, Policeman, and transition of location e.g. from playground to Korczak’s office

 Sound: live or recorded sound and/or music to set mood, create atmosphere, illustrate the action, e.g. the gun-shot or as a counterpoint to the time and place, to help establish the time and place, e.g. sounds of distant war, children playing around in the orphanage. The audience should be central to the response and reference should be made to the context in which the text was created and first performed e.g. created for year 9 students, demonstrates importance of human rights for children, idea that children should be seen as equals to adults.

 Look for other reasonable marking points.

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Marking instructions  

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

 

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 3 marks.

 

Level Mark Descriptor (AO3)

  0 No rewardable material. Level 1 1–3 • Response is limited demonstrating basic knowledge with limited

understanding in relation to the chosen element.     • Response tends to be mainly narrative and/or reported with an

overall lack of focus in relation to the specifics of the question.     • Examples are used but are underdeveloped or may not relate

sufficiently to the extract or the chosen design element.     • Reference to context is basic and may not always be

appropriate, demonstrating limited knowledge and     understanding. Level 2 4–6 • Response is competent demonstrating appropriate and generally

balanced knowledge and understanding in relation to the chosen     element.     • Response is clearly expressed in some detail with consistent

focus in relation to the question.     • Examples used are developed and clearly supported by reasons

that connect the response to the extract and the chosen design     element.     • Reference to context is effective and appropriate, demonstrating

clear and generally balanced knowledge and understanding. Level 3 7–9 • Response is assured demonstrating comprehensive and

balanced knowledge and understanding in relation to the     chosen element.     • Response is coherent and detailed with a high level of focus in

relation to the question.     • Examples used are well developed and supported by reasons

that fully connect the response to the extract and the chosen     design element.     • Reference to context is embedded and fully supports discussion,

demonstrating a secure and balanced knowledge and     understanding.

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Question Number

 

Adzio is both ‘a thief’ and ‘a child’. As a director, discuss how the performer playing this role might demonstrate these two aspects of his character to the audience in this extract and in the complete play. You must consider: • voice • physicality • stage directions and stage space.

6(b)(ii) AO3 = 12 marks

 The question is about the candidate as director making decisions about characterisation. The response should demonstrate an understanding of a director working with a performer in a specific role within the given extract. It should also show understanding based on the complete text.

 Candidates must consider use of voice, physicality and stage space in the response and may refer to the following in their answers: • voice: aggressive tone of voice defying policeman, pathos to vocal

reaction when shot. Repetition of vocals in ‘re-enact’ scene – identical to show actor playing part. Either staccato or heightened slow pace to lines in ‘fly’ section.

• physicality: tense but light, speedy movements as if used to running away. Struggles with policeman, vicious, aggressive movements. Drops to the floor when shot –defensive posture, hiding behind Korczak when saved then mocking policeman on exit. Bored, sullen posture and expression in Korczak’s office.

• stage directions and stage space: Manipulation of the Adzio doll – in role or as actor. Entrance of Adzio and interaction between Adzio and policeman, then Adzio and Korczak. Use of props for e.g. interaction with the gun to show Adzio’s vulnerability and in Korczak’s office – use of paper spitballs, chair on which he is seated, creation of the ‘fly’ through Adzio’s use of space.

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Marking instructions  

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

 

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 4 marks.

 

Level Mark Descriptor (AO3)

  0 No rewardable material. Level 1 1–4 • Demonstrates basic knowledge with limited understanding of the     ways a director might explore and develop use of named     elements.     • Shows basic knowledge with limited understanding of how     named elements are used in performance to communicate with     the audience.     • Response tends to be mainly narrative and/or reported with a     lack of focus and uneven consideration of the named elements.     • Examples may be used but do not fully support response.     • Limited knowledge and understanding of the extract and     complete text shown. Level 2 5–8 • Demonstrates competent and generally balanced knowledge and     understanding of the ways a director might explore and develop     use of named elements.     • Shows clear and generally balanced knowledge and     understanding of how named elements are used in performance     to communicate with the audience.     • Response is clearly expressed in some detail with consistent     focus on the question and generally balanced consideration of     the named elements.     • Examples used are developed and clearly support response.     • Competent and generally balanced knowledge and     understanding of extract and complete text shown. Level 3 9–12 • Demonstrates comprehensive and balanced knowledge and

understanding of the ways a director might explore and develop     use of named elements.     • Shows assured and balanced knowledge and understanding of     how named elements are used in performance to communicate     with the audience     • Response is detailed and highly focused on the question with     comprehensive and balanced consideration of all elements.     • Examples are well developed and fully support response.     • Comprehensive and balanced knowledge and understanding of     extract and complete text shown.

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Question Number

There are specific choices in this extract for designers. Discuss how you would use one of the design elements below to enhance the production of this extract for the audience.Choose one of the following: • set• staging• costume.

6(c) AO3 = 14 marks

The response should demonstrate how the chosen element would be used to enhance the production of this extract.

Candidates may refer to the following in their answers: • use of the element and demonstrate understanding of e.g. the use of

specific set items such as flats and stage furniture as part of the set to create specific locations or to focus attention on the setting and/or a relationship or a change of time and/or location

• reasons for the decisions made, including, e.g. the reasons for type ofstage space, relationship with audience and the intention for the use of particular staging effects at specific times in the extract e.g. thrust, levels

• there may be evidence of how the costume design, e.g. may enableperformers to indicate status or character, will either be aiming for realism or symbolism, could include the intention for the use of particular colours, textures, fabrics as well as the condition of garments used

Set: use of levels, specific examples of how the location might be established for audience, e.g. naturalistic references to ghetto such as barbed wire, smashed glass, broken wall and shabby interior of the orphanage.

staging: entrances and exits, awareness of audience and creating an appropriate space for performers and audience, e.g. sight lines, transition from playground to Korczak’s office

costume: to indicate character, time period and/or status. Symbolic/representational costume with possible coordination with other chosen elements. Awareness of audience and ease of use for performers e.g. Appropriate second world war costume reflecting Warsaw ghetto poverty, culture (young Jewish children), and change of role from Actor to Korczak.

Look for other reasonable marking points.

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Marking instructions

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 5 marks. Level Mark Descriptor (AO3)

0 No rewardable material. Level 1 1–3 • Demonstrates limited knowledge and understanding of the ways

in a designer might explore and develop the chosen element.• Shows limited knowledge and understanding of how the chosen

element is used in performance to enhance the production forthe audience.

• Response tends to be mainly narrative and reported, and lacksfocus. Use of examples is limited and tentatively relate to theresponse.

• Limited use of technical and subject-specific language whichmay not always be appropriate.

Level 2 4-7 • Demonstrates basic knowledge and some understanding of theways in a designer might explore and develop the chosenelement.

• Shows basic knowledge and some understanding of how thechosen element is used in performance to enhance theproduction for the audience.

• Response shows emerging clarity with some detail and focus.Examples used partially support the response.

• Basic use of technical and subject-specific language.Level 3 8-11 • Demonstrates competent and generally balanced knowledge and

understanding of the ways a designer might explore and developthe chosen element.

• Shows competent and generally balanced knowledge andunderstanding of how the chosen element is used inperformance to enhance the production for the audience.

• Response is clearly expressed and detailed, with generallyconsistent focus. Examples are used effectively to supportdiscussion.

• Competent use of technical and subject-specific language.Level 4 12-14 • Demonstrates assured and balanced knowledge and

understanding of the ways a designer might explore and developthe chosen element.

• Shows confident and balanced knowledge and understanding ofhow the chosen element is used in performance to enhance theproduction for the audience.

• Response is assured with comprehensive detail and sustainedfocus throughout. Examples are well developed and fully supportresponse.

• Confident use of technical and subject-specific language.

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Section A: Bringing the Text to Life  

Government Inspector  

Question Number

You are going to play Dr Gibner. Explain two ways you would use non-verbal communication to play this character in this extract.

Mark

7(a)(i) One mark for each way identified and an additional mark for each linked explanation. Candidates may refer to the following in their answer, for example. Facial Expression • eye-contact with other characters (1) to show he is aware

that they are speaking (1) for e.g. on indicates doctor • confused expression (1) to emphasise his lack of

understanding (1) • change of expression on nods (1) or creating sounds (1) to

show appropriate reaction to Zemlyanika/ the Mayor (1) Gesture • Reaction to the Mayor’s speech (1) to indicate confusion (1). • Reaction to Zemlyanika (1) to indicate understanding (1). • Shaking of head on Sir. No Russian (1) to reinforce that he

cannot understand the mayor (1).  Look for other reasonable marking points.

                  (4)

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Question Number

 

You are going to play Zemlyanika. He reassures the mayor. As a performer, give three suggestions of how you would use performance skills. You must provide a reason for each suggestion.

 

Mark

7(a)(ii) One mark for each suggestion and one mark for each appropriate reason. Candidates may refer to the following in their answer, for example: • Show change of position when he speaks (1) to demonstrate

reassurance (1) or his ability to communicate with the doctor (1)

• gesture on delivery of specific lines (1) to indicate his confidence (1)

• use of movement to show physical reation to the mayor (1) to demonstrate his superior understanding (1)

• use of tone to the mayor (1) in order to show his helpful attitude (1)

• use of volume (1) to show his attitude to the doctor (1) or to the enhance the comedy of his reassurance (1)

• use facial expression (1) to show understanding of the mayor’s concerns (1)

 

Look for other reasonable marking points.  

 (6)

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Question Number

As a director, discuss how you would use one of the production elements below to bring this extract to life for your audience. You should refer to the context in which the text was created and first performed. Choose one of the following: • props/stage furniture • lighting • sound.

7(b)(i) AO3 = 9 marks

 Candidates may refer to the following in their answers:

 props/stage furniture: reference to props within the space and/or personal props as appropriate to help indicate character, time period and location or symbolic meaning, e.g. suitcase, litter, two sets of doors, something to indicate that the room is in the Mayor’s house Lighting: colour in lights to enhance and/or indicate location/mood/atmosphere, use of projection e.g. stylised lighting representing artifice, or start white light to expose the characters, different lighting state outside the doors.

 Sound: live or recorded sound and/or music to set mood, create atmosphere, punctuate the action, as a counterpoint to the time and place, to help establish the time and place e.g. sounds from rest of household, music playing from time period, band playing outside the window, horse, cart sounds. The audience should be central to the response and reference should be made to the context in which the text was created and first performed, e.g. was first performed in front of the Emperor of Russia who approved it, was daring production, it is a satire/light hearted/comedy/farcical so the production elements may reference this.

 Look for other reasonable marking points.

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Marking instructions  

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

 

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 3 marks.

 

Level Mark Descriptor (AO3)

  0 No rewardable material. Level 1 1–3 • Response is limited demonstrating basic knowledge with limited

understanding in relation to the chosen element.     • Response tends to be mainly narrative and/or reported with an

overall lack of focus in relation to the specifics of the question.     • Examples are used but are underdeveloped or may not relate

sufficiently to the extract or the chosen design element.     • Reference to context is basic and may not always be

appropriate, demonstrating limited knowledge and     understanding. Level 2 4–6 • Response is competent demonstrating appropriate and generally

balanced knowledge and understanding in relation to the chosen     element.     • Response is clearly expressed in some detail with consistent

focus in relation to the question.     • Examples used are developed and clearly supported by reasons

that connect the response to the extract and the chosen design     element.     • Reference to context is effective and appropriate, demonstrating

clear and generally balanced knowledge and understanding. Level 3 7–9 • Response is assured demonstrating comprehensive and

balanced knowledge and understanding in relation to the     chosen element.     • Response is coherent and detailed with a high level of focus in

relation to the question.     • Examples used are well developed and supported by reasons

that fully connect the response to the extract and the chosen     design element.     • Reference to context is embedded and fully supports discussion,

demonstrating a secure and balanced knowledge and     understanding.

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Question Number

 

Lyapkin-Tyapkin, the Judge, is full of his own importance. As a director, discuss how the performer playing this role might demonstrate this to the audience in this extract and in the complete play. You must consider: • voice • physicality • stage directions and stage space.

7(b)(ii) AO3 = 12 marks  

The question is about the candidate as director making decisions about characterisation. The response should demonstrate an understanding of a director working with a performer in a specific role within the given extract. It should also show understanding based on the complete text.

 Candidates must consider use of voice, physicality and stage space in the response and may refer to the following in their answers: • voice: how specific lines may be delivered in order to demonstrate his

awareness of his own status through tone, pitch and pace, e.g. in his first line about the purpose of the Inspector’s visit. Use of volume to create melodrama and paranoia about this, full of conviction that he alone has worked this out.

• physicality: body shape, gesture and posture at specific moments during the extract that indicate his growing self-importance, e.g. on ‘you don’t understand’. Audience know he is grasping at straws which makes his extreme conviction comic.

• stage directions and stage space: his silent reactions to the Mayor’s speech, and his physical use of the space as he speaks, e.g. making eye-contact with the other characters on ‘Treachery. Treason’ etc heightening comedy of his conviction which the audience know is not correct. Change of position e.g. standing, moving CS to heighten sense of importance.

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Marking instructions  

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

 

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 4 marks.

 

Level Mark Descriptor (AO3)

  0 No rewardable material. Level 1 1–4 • Demonstrates basic knowledge with limited understanding of the     ways a director might explore and develop use of named     elements.     • Shows basic knowledge with limited understanding of how     named elements are used in performance to communicate with     the audience.     • Response tends to be mainly narrative and/or reported with a     lack of focus and uneven consideration of the named elements.     • Examples may be used but do not fully support response.     • Limited knowledge and understanding of the extract and     complete text shown. Level 2 5–8 • Demonstrates competent and generally balanced knowledge and     understanding of the ways a director might explore and develop     use of named elements.     • Shows clear and generally balanced knowledge and     understanding of how named elements are used in performance     to communicate with the audience.     • Response is clearly expressed in some detail with consistent     focus on the question and generally balanced consideration of     the named elements.     • Examples used are developed and clearly support response.     • Competent and generally balanced knowledge and     understanding of extract and complete text shown. Level 3 9–12 • Demonstrates comprehensive and balanced knowledge and

understanding of the ways a director might explore and develop     use of named elements.     • Shows assured and balanced knowledge and understanding of     how named elements are used in performance to communicate     with the audience     • Response is detailed and highly focused on the question with     comprehensive and balanced consideration of all elements.     • Examples are well developed and fully support response.     • Comprehensive and balanced knowledge and understanding of     extract and complete text shown.

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Question Number

There are specific choices in this extract for designers. Discuss how you would use one of the design elements below to enhance the production of this extract for the audience.Choose one of the following: • costume• set• staging.

7(c) AO3 = 14 marks

The response should demonstrate how the chosen element would be used to enhance the production of this extract.

Candidates may refer to the following in their answers: • use of the element and demonstrate understanding of e.g. the use of

specific set items such as flats and stage furniture as part of the set to create specific locations or to focus attention on the setting and/or a relationship or a change of time and/or location

• reasons for the decisions made, including, e.g. the reasons for type ofstage space, relationship with audience and the intention for the use of particular staging effects at specific times in the extract e.g. thrust, levels

• there may be evidence of how the costume design, e.g. may enableperformers to indicate status or character, will either be aiming for realism or symbolism, could include the intention for the use of particular colours, textures, fabrics as well as the condition of garments used

costume: to indicate time period and/or status. Symbolic/representational costume with possible coordination with other chosen elements. Awareness of audience and ease of use for performers, e.g. official uniform that may be period or contemporary, Dr Gibner dressed with medical accessories, white coat etc

Set: use of levels, specific examples of how the location might be established for audience, e.g. non-naturalistic/ naturalistic, over-elaborate set to reflect the Mayor’s position and the fact that it is a satire, so enormous patterns on curtains, or minimalist, table, chairs, door frame.

staging: entrances and exits, awareness of audience and creating an appropriate space for performers and audience, e.g. sight lines, larger than life, elaborated exaggerated aspects, minimalist approach.

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Marking instructions  

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

 

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 5 marks.

 

Level Mark Descriptor (AO3)

  0 No rewardable material. Level 1 1–3 • Demonstrates limited knowledge and understanding of the ways

in a designer might explore and develop the chosen element.     • Shows limited knowledge and understanding of how the chosen

element is used in performance to enhance the production for     the audience.     • Response tends to be mainly narrative and reported, and lacks

focus. Use of examples is limited and tentatively relate to the     response.     • Limited use of technical and subject-specific language which

may not always be appropriate. Level 2 4-7 • Demonstrates basic knowledge and some understanding of the

ways in a designer might explore and develop the chosen     element.     • Shows basic knowledge and some understanding of how the

chosen element is used in performance to enhance the     production for the audience.     • Response shows emerging clarity with some detail and focus.

Examples used partially support the response.     • Basic use of technical and subject-specific language. Level 3 8-11 • Demonstrates competent and generally balanced knowledge and

understanding of the ways a designer might explore and develop     the chosen element.     • Shows competent and generally balanced knowledge and

understanding of how the chosen element is used in     performance to enhance the production for the audience.     • Response is clearly expressed and detailed, with generally

consistent focus. Examples are used effectively to support     discussion.     • Competent use of technical and subject-specific language. Level 4 12-14 • Demonstrates assured and balanced knowledge and

understanding of the ways a designer might explore and develop     the chosen element.     • Shows confident and balanced knowledge and understanding of

how the chosen element is used in performance to enhance the     production for the audience.     • Response is assured with comprehensive detail and sustained

focus throughout. Examples are well developed and fully support     response.     • Confident use of technical and subject-specific language.

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Section A: Bringing the Text to Life  

Twelfth Night  

Question Number

You are going to play the First Officer. Explain two ways you would use non-verbal communication to play this character in this extract.

Mark

8(a)(i) One mark for each way identified and an additional mark for each linked explanation. Candidates may refer to the following in their answer, for example. Facial Expression • stern and aggressive (1) to show authority of his office (1). • dismissive for e.g. on What’s that to us?? (1) to show disbelief

in Antonio’s story (1) • eye contact with second officer on This is the man; do thy

office (1) to show that he is in charge (1) Gesture/Movement • gestures to second officer (1) to reinforce instructions (1)

or status (1) • silent reactions to other characters’ lines (1) to show

impatience (1) • appropriate movement (1) to reinforce exit (1)

 Look for other reasonable marking points.

 

                    (4)

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Question Number

 

You are going to play Viola. She is beginning to suspect that Sebastian is alive. As a performer, give three suggestions of how you would use performance skills to show this. You must provide a reason for each suggestion.

 

Mark

8(a)(ii) One mark for each suggestion and one mark for each appropriate reason. Candidates may refer to the following in their answer, for example: • physical reaction (1) to Sebastian (1) • use of space after the officers leave (1) to show shock (1) or

disbelief (1) • addressing lines to audience rather than other characters (1)

to indicate Viola realising Sebastian is alive (1) • use of tone (1) to indicate Viola’s feelings (1) • use of gesture (1) to show her emotional reaction to this (1) • use of facial expression (1) to show shock (1) • use of movement (1) to show the emotion of her exit (1)

 

Look for other reasonable marking points.  

 (6)

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Question Number

As a director, discuss how you would use one of the production elements below to bring this extract to life for your audience. You should refer to the context in which the text was created and first performed. Choose one of the following: • props/stage furniture • lighting • sound

 

8(b)(i) AO3 = 9 marks

 Candidates may refer to the following in their answers:

 props/stage furniture: reference to props within the space and/or personal props as appropriate to help indicate character, time period and location or symbolic meaning, e.g. statues, plants, benches/seating Lighting: colour in lights to enhance and/or indicate location/mood/atmosphere, use of projections, e.g. natural, outside, wintry, blues, whites or green to suggest nature.

 Sound: live or recorded sound and/or music to set mood, create atmosphere, punctuate the action, as a counterpoint to the time and place, to help establish the time and place e.g. birds, peacocks, sounds of chatty from servants/maids, cutting back trees.

 The audience should be central to the response and reference should be made to the context in which the text was created and first performed, e.g. is a romantic comedy, about mistaken identity, the play was entertainment for a specific celebration so elements should reflect this - merry, jolly celebration of end of Christmas.

 Look for other reasonable marking points.

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Marking instructions  

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

 

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 3 marks.

 

Level Mark Descriptor (AO3)

  0 No rewardable material. Level 1 1–3 • Response is limited demonstrating basic knowledge with limited

understanding in relation to the chosen element.     • Response tends to be mainly narrative and/or reported with an

overall lack of focus in relation to the specifics of the question.     • Examples are used but are underdeveloped or may not relate

sufficiently to the extract or the chosen design element.     • Reference to context is basic and may not always be

appropriate, demonstrating limited knowledge and     understanding. Level 2 4–6 • Response is competent demonstrating appropriate and generally

balanced knowledge and understanding in relation to the chosen     element.     • Response is clearly expressed in some detail with consistent

focus in relation to the question.     • Examples used are developed and clearly supported by reasons

that connect the response to the extract and the chosen design     element.     • Reference to context is effective and appropriate, demonstrating

clear and generally balanced knowledge and understanding. Level 3 7–9 • Response is assured demonstrating comprehensive and

balanced knowledge and understanding in relation to the     chosen element.     • Response is coherent and detailed with a high level of focus in

relation to the question.     • Examples used are well developed and supported by reasons

that fully connect the response to the extract and the chosen     design element.     • Reference to context is embedded and fully supports discussion,

demonstrating a secure and balanced knowledge and     understanding.

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Question Number

 

Antonio feels that his friendship and loyalty have been betrayed. As a director, discuss how the performer playing this role might demonstrate these feelings to the audience in this extract and in the complete play. You must consider: • voice • physicality • stage directions and stage space.

8(b)(ii) AO3 = 12 marks

 The question is about the candidate as director making decisions about characterisation. The response should demonstrate an understanding of a director working with a performer in a specific role within the given extract. It should also show understanding based on the complete text.

 Candidates must consider use of voice, physicality and stage space in the response and may refer to the following in their answers: • voice: how specific lines may be delivered in order to demonstrate

friendship and sense of betrayal through tone, pitch and pace, e.g. warmth and reassurance on I take the fault on me, anger at Will you deny me now?

• physicality: body shape, gesture and posture at specific moments during the extract that indicate loyalty, e.g. strong stance in defence, physical tension to show shock Sebastian’s apparent betrayal, increasing tension and/ or movement to show outrage as emotions build e.g.at Thou hast, Sebastian, hast done good feature shame. stage directions and stage space: positioning in relation to Viola (who he believes to be Sebastian), and the Officers, closing and opening up distance between them as his emotions change e.g., stepping away from Viola and towards officers on Let me speak a little. Use of entrance coming to the rescue of ‘Sebastian’ and exeunt as arrested man. Need to reflect play’s focus on deception, disguise, disorder and love.

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Marking instructions  

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

 

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 4 marks.

 

Level Mark Descriptor (AO3)

  0 No rewardable material. Level 1 1–4 • Demonstrates basic knowledge with limited understanding of the     ways a director might explore and develop use of named     elements.     • Shows basic knowledge with limited understanding of how     named elements are used in performance to communicate with     the audience.     • Response tends to be mainly narrative and/or reported with a     lack of focus and uneven consideration of the named elements.     • Examples may be used but do not fully support response.     • Limited knowledge and understanding of the extract and     complete text shown. Level 2 5–8 • Demonstrates competent and generally balanced knowledge and     understanding of the ways a director might explore and develop     use of named elements.     • Shows clear and generally balanced knowledge and     understanding of how named elements are used in performance     to communicate with the audience.     • Response is clearly expressed in some detail with consistent     focus on the question and generally balanced consideration of     the named elements.     • Examples used are developed and clearly support response.     • Competent and generally balanced knowledge and     understanding of extract and complete text shown. Level 3 9–12 • Demonstrates comprehensive and balanced knowledge and

understanding of the ways a director might explore and develop     use of named elements.     • Shows assured and balanced knowledge and understanding of     how named elements are used in performance to communicate     with the audience     • Response is detailed and highly focused on the question with     comprehensive and balanced consideration of all elements.     • Examples are well developed and fully support response.     • Comprehensive and balanced knowledge and understanding of     extract and complete text shown.

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Question Number

There are specific choices in this extract for designers. Discuss how you would use one of the design elements below to enhance the production of this extract for the audience.Choose one of the following: • costume• set• staging.

8(c) AO3 = 14 marks

The response should demonstrate how the chosen element would be used to enhance the production of this extract

Candidates may refer to the following in their answers: • use of the element and demonstrate understanding of e.g. the use of

specific set items such as flats and stage furniture as part of the set to create specific locations or to focus attention on the setting and/or a relationship or a change of time and/or location

• reasons for the decisions made, including, e.g. the reasons for type ofstage space, relationship with audience and the intention for the use of particular staging effects at specific times in the extract e.g. thrust, levels

• there may be evidence of how the costume design, e.g. may enableperformers to indicate status or character, will either be aiming for realism or symbolism, could include the intention for the use of particular colours, textures, fabrics as well as the condition of garments used

costume: to indicate time period and/or status. Symbolic/representational costume with possible coordination with other chosen elements. Awareness of audience and ease of use for performers, e.g. period, contemporary, abstract, appropriate costume for Officers to show their military roles , Viola to show her male disguise, Antonio to indicate lower status.

set: use of levels, specific examples of how the location might be established for audience e.g. naturalistic/non-naturalistic, or minimalist to represent original performance context, screen representing trees, flowers, gateway into garden.

staging: entrances and exits, awareness of audience and creating an appropriate space for performers and audience, e.g. sight lines, appropriate garden layout or a garden feature such as a fountain

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Marking instructions

This question requires understanding to be demonstrated through application of relevant knowledge in the context of the question. Responses should show a balance of understanding and linked knowledge. Marks are equally distributed across knowledge and understanding.

Responses that demonstrate isolated knowledge without linked understanding can only achieve a maximum of 5 marks. Level Mark Descriptor (AO3)

0 No rewardable material. Level 1 1–3 • Demonstrates limited knowledge and understanding of the ways

in a designer might explore and develop the chosen element.• Shows limited knowledge and understanding of how the chosen

element is used in performance to enhance the production forthe audience.

• Response tends to be mainly narrative and reported, and lacksfocus. Use of examples is limited and tentatively relate to theresponse.

• Limited use of technical and subject-specific language whichmay not always be appropriate.

Level 2 4-7 • Demonstrates basic knowledge and some understanding of theways in a designer might explore and develop the chosenelement.

• Shows basic knowledge and some understanding of how thechosen element is used in performance to enhance theproduction for the audience.

• Response shows emerging clarity with some detail and focus.Examples used partially support the response.

• Basic use of technical and subject-specific language.Level 3 8-11 • Demonstrates competent and generally balanced knowledge and

understanding of the ways a designer might explore and develop the chosen element.

• Shows competent and generally balanced knowledge andunderstanding of how the chosen element is used in performance to enhance the production for the audience.

• Response is clearly expressed and detailed, with generallyconsistent focus. Examples are used effectively to support discussion.

• Competent use of technical and subject-specific language.Level 4 12-14 • Demonstrates assured and balanced knowledge and

understanding of the ways a designer might explore and develop the chosen element.

• Shows confident and balanced knowledge and understanding ofhow the chosen element is used in performance to enhance the production for the audience.

• Response is assured with comprehensive detail and sustainedfocus throughout. Examples are well developed and fully support response.

• Confident use of technical and subject-specific language.

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Section B: Live Theatre Evaluation

 

Question Number

Analyse how the costume design within the performance made use of contrast to create character.

9(a) AO4 = 6 marks  

The question is about costume and the use of contrast and the focus of the response should demonstrate this. Candidates may refer to the following in their answers:

comparisons from within the production – costume designs that were more successful than others in using contrast and/ or in creating character.

an overall positive or negative view of the costume in the production, specifically in relation to the use of contrast, or it may offer a balance

examples will demonstrate the effectiveness of the use of contrast in the costume of individual characters

the use of contrasting costume items, colours or styles to create specific levels of status for the chosen character(s) or to focus attention on a change of time and/or location

an understanding of specific stylistic costume terms e.g. naturalistic, representational, formal, informal and/or specific reference to the colours/ shades chosen

 Look for other reasonable marking points.

Level Mark Descriptor (AO4)

  0 No rewardable material. Level 1 1–2 • Limited and uneven analysis demonstrating basic knowledge and

understanding of the named elements. • Basic response which tends to be mainly narrative and reported.

Examples are used but are underdeveloped and do not fully support analysis.

• Demonstrates an overall lack of engagement with performance and focus in relation to the specifics of the question. Examples are used but are underdeveloped, with the chosen key moment not sufficiently defined.

• Basic use of technical and subject-specific language which may not always be appropriate.

Level 2 3–4 • Competent and generally balanced analysis demonstrating appropriate knowledge and understanding of the named elements.

• Response is clearly expressed in some detail. Examples used to clearly support analysis.

• Demonstrates a competent level of engagement with the performance and focus in relation to the specifics of the question.

• Appropriate use of technical and subject-specific language. Level 3 5–6 • Confident, balanced and thorough analysis that demonstrates

assured knowledge and understanding of the named elements. • Response is comprehensive and detailed. Examples used are

well-developed and fully support analysis. • Demonstrates a comprehensive level of engagement with the

performance and focus relation to the specifics of the question. • Confident use of technical and subject-specific language.

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Question Number

Evaluate how vocal skills were used to create tension at one key moment within the performance.

9(b) AO4 = 9 marks A number of examples may be presented or a single extended example but these will be rooted in the specifics of the chosen moment This may be tension which has been established for the audience, tension created between characters on stage at that moment and/ or tension created by ensemble or choral use of vocal skills. There may be evidence of an understanding of vocal terms such as, e.g. pitch, pace, pause, tempo, tone, volume, accent, intonation or emphasis. The response must show how one or more performers usd the vocal skills to create tension within the key moment chosen.

Look for other reasonable marking points.

Level Mark Descriptor (AO4)

  0 No rewardable material. Level 1 1–3 • Basic analysis and uneven evaluation demonstrating basic

knowledge and understanding. • Basic response which tends to be mainly narrative and reported.

Examples are used but are underdeveloped and do not fully support the evaluation.

• Demonstrates an overall lack of engagement with the performance and focus in relation to the specifics of the question.

• Basic use of technical and subject-specific language which may not always be appropriate.

Level 2 4–6 • Competent and generally balanced evaluation based on adequate analysis which presents personal conclusions with some justification, demonstrating appropriate knowledge and understanding.

• Response is clearly expressed in some detail. Examples used clearly support evaluation and conclusions.

• Demonstrates a competent level of engagement with the performance and focus in relation to the specifics of the question.

• Appropriate use of technical and subject-specific language. Level 3 7–9 • Confident, balanced and thorough evaluation based on effective

analysis which presents considered personal conclusions that are fully justified, demonstrating comprehensive knowledge and understanding.

• Response is assured and detailed. Examples used are well developed and fully support evaluation and conclusions.

• Demonstrates a comprehensive level of engagement with the production and focus in relation to the specifics of the question.

• Confident use of technical and subject-specific language.  

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