Assessment Type 3: Creative Presentation (30%)

Students undertake one creative presentation.

The creative presentation comprises two parts: a presentation and a learning portfolio. 

Presentation 

Students collaborate in small groups of between two and five to conceive, plan, and produce a creative dramatic presentation. As a small dramatic company or a small ensemble within a whole-class company, they individually and collaboratively apply the knowledge, skills, and understanding that they have learned, including dramatic theory and process, to generate a shared dramatic intention and create a presentation as an ensemble.  

The presentation may take a variety of forms including, for example, but not limited to, a live performance, a film or screen production, designs within an ensemble dramatic concept, a workshop, or a masterclass. The presentation is recorded on an accepted video format. The maximum duration of the presentation depends on the number of students in the ensemble: two students, 10 minutes; three students, 15 minutes; four students, 20 minutes; five students, 25 minutes. Teachers are advised that these lengths are maxima only, and the actual duration of presentations should be determined by the form, type, and context of each ensemble’s dramatic intention. Each student’s participation in the presentation may involve one or more roles including, for example: 

• actor 
• designer^# 
• director  
• stage manager 
• production manager 
• dramaturge 
• playwright 
• screenwriter 
• film-maker 
• cinematographer 
• editor 
• producer 
• publicist and promoter. 

# e.g. set or production, costume, make-up and hair (and/or mask), publicity and promotions, lighting, sound, music and/or composition, SFX, multimedia, front-of-house. 

Learning portfolio 

Students record, analyse, reflect on, and evaluate their creative decision-making and their application of dramatic process and skills towards the realisation of their presentation, as individuals and in collaboration. They provide justifications for their artistic choices by synthesising learning from their exploration, application of dramatic theories, and practical experimentation in the development and refinement of the product.  

Each student individually provides a learning portfolio as evidence of their analysis and evaluation of learning. 

The learning portfolio should include analysis and evaluation of individual and collaborative ideas, decisions, and contributions during the process, and include evaluation of the artistic merit of their final product. 

The documentation of evidence may take a variety of forms, and students should take a creative approach to representing and articulating their creative and critical thinking and application of skills. They may use one or a combination of multimodal, oral, visual, and written forms to present evidence of their learning. The learning portfolio should be a maximum of 9 minutes if multimodal (or the equivalent if oral and/or written, where 6 minutes is equal to 1000 words). Examples of ways that students may present their learning portfolio include, but are not limited to:  

• oral analysis in the style of a ‘director’s commentary’, recorded and synchronised with the final video of the presentation, including analysis of the processes and decision-making leading to final choices 
• a short documentary film in the style of a ‘the making of …’ documentary. The documentary film should include images and/or video footage from the development and refinement of the outcome as an ensemble 
• a document of visual and written material, including annotated examples of evidence of exploration, development, and refinement of dramatic choices 
• a video essay that creatively documents, analyses, and evaluates process and outcome. 

Evidence may include: 

• discussion of dramatic, aesthetic, creative, conceptual, developmental, analytical, and evaluative learning  
• analysis of key, significant, and/or watershed moments and features of the process with regard to students deepening their learning of roles, both individually and collaboratively 
• evaluation of skills development over the course of the production process, including the final outcome, using well-chosen examples from throughout the duration of the process and final presentation 
• reflection on collaboration and collaborative learning, relevant to the production process 
• analysis and justification of page-to-stage or page-to-screen choices  
• articulation of how the intentions of the creative presentation support the artistic vision or mission of the company 
• analysis of and reflection on the artistic merit of individual and collaborative choices 
• analysis of creative learning and development 
• analysis of real and/or potential audience development for the presentation. 

The following specific features of the assessment design criteria for this subject are assessed in the creative presentation: 

• knowledge and understanding — KU1 
• critical and creative thinking — CCT1, CCT2 
• creative application — CA1, CA2, CA3.