TKI - Assessment: Exemplars: Drama


The Arts exemplars: Drama
Matrix of progress indicators

Levels	Progress indicators
	Key aspects of learning
	Working in Role (PK, DI, CI, UC)	Using Dramatic Structures (PK, DI, CI, UC)	Creating Dramatic Space (PK, DI, CI, UC)	Responding to Drama (PK, CI, UC)
Level 1	Recognises when they and others are in role and out of role. Accepts a role within a story, alone or with others, independently or teacher-facilitated. Takes part in blanket roles. View related exemplars	Follows an intended storyline in drama. Distinguishes differences between dramatic and real experience. View related exemplars	Recognises differences between the dramatic space and the real classroom.	Demonstrates appropriate audience behaviours when presenting and sharing. Identifies and discusses how drama tells stories. View related exemplars
Level 2	Sustains a role through to a conclusion. Responds within a role with their own opinions, feelings, and characteristics.	Maintains narrative consistency.	Uses and defines imaginary or real boundaries or obstacles.	Discusses the use of elements within a shared work. Discusses a performance's intention and how it is communicated, making comparisons with their own work.
Level 3	Creates and develops a role for a specific situation. Enacts and responds within a role, showing different characteristics from their own personality, behaviours, and points of view. Sustains in role an intended atmosphere or emotion. View related exemplars	Chooses and uses conventions to create meaning as part of narratives. View related exemplars	Shapes dramatic space by positioning or moving bodies and objects meaningfully within it. View related exemplars	Observes the use of elements, techniques, and conventions in order to identify strengths and weaknesses. Identifies and discusses how drama creates meaning and engages the audience. Identifies and discusses how and why communities express themselves through drama in the past and the present. View related exemplars
Level 4	Researches and plays a role with different characteristics from their own by building on a clear sense of the role's past and future. View related exemplars	Uses techniques in a deliberate and conscious manner as part of conventions. Sequences and structures coherent dramatic narratives. View related exemplars	Makes symbolic use of roles, objects, materials, light, and sound. Frames a devised work for performance. View related exemplars	Evaluates how elements, techniques, and conventions shape a performance. Recognises dramatic texts as representative of particular forms in cultures and histories. View related exemplars
Level 5	Researches and portrays rounded characters with rich histories. Compares the way in which others have portrayed similar roles in past and present cultures.	Refines work that is episodic and thematically structured.	Organises, dresses, and lights a dramatic space that supports symbolic interactions between the elements.	Critically examines how elements, techniques, conventions, and technologies combine to create form and meaning. Identifies and discusses various dramatic forms and their cultural contexts and purposes.