IBDP Theatre – Assessment #2 – Link: Collab Project A1, A2, B1, C1

Perspective Focus: DIRECTOR / CREATOR / PERFORMER / DESIGNER | Due: Mon 9 Jan

This assessment links to A1, A2, B1 and C1 of the Collaborative Project: SL 40%
HL 25%
CREATOR | DESIGNER | DIRECTOR | PERFORMER
“Students … collaboratively create, stage and perform an original piece of theatre (7–10 minutes) created from
a starting point of their choice. The piece is presented to an audience as a fully-realized production. The
audience is selected by the students..” Guide: p.52-60
• Project report: max 10 pages of text and images / max 4000 words, plus list of sources.

PROJECT REPORT:
• How the piece was collaboratively created.
• Evaluation of the final piece with reference to audience feedback – focusing on how intentions were
achieved.
• Individual contributions as a performer.
• Individual contributions as a creator, director and/or designer.

ASSESSMENT CRITERIA:
A1: Explanation of how the piece was collaboratively created by the ensemble.
A2: Evaluation of effectiveness of the piece, with reference to audience feedback, in relation to how
ensemble’s intentions were achieved.
B1: Explanation of how student’s performance skills were used to contribute to moment of TEAM seen
in video recording.
B2: Explanation of how student’s individual artistic contribution(s) contributed to fulfillment of intentions as
seen in video recording.
C1: Effectiveness of student’s performance skills in contributing to moment of TEAM seen in video
recording.
C2: Effectiveness of student’s individual contributions to development and/or staging of piece in fulfilling
intentions, as seen in video recording

A1 and A2 of CP Project Report is 5 pages.

B1 is 2.5 pages. You will need to select a moment of up to 2 minutes from the video
recording to focus on for B1.
C1 of the CP Project Report is determined by assessing the moment of up to 2 minutes
that you select.

WARNING!!
THE PRACTICE ASSESSMENT IS NOT THE SAME AS THE REAL ASSESSMENT!
Remember that the actual Collaborative Project is a devised piece, and so you
will not be working from a script. For this Year 12 assessment, you are writing
about a scripted piece and so there will be some differences in terms of how
you approach A1 and A2.
Nevertheless, this is a useful practice for the final Collaborative Project report
in Year 13.
IBDP Theatre – Assessment #2 – Link: Collab Project A1, A2, B1, C1
Perspective Focus: DIRECTOR / CREATOR / PERFORMER / DESIGNER | Due: Mon 9 Jan

A1: “Each student provides their own individual explanation of how the piece was
collaboratively created by the ensemble, referencing significant instances from the process.
Please note: reflecting on the collaborative creative process does not mean that students
should see this as an opportunity to complain, blame or criticize other members of the
ensemble.”

A2: “After the piece is performed, and with reference to audience feedback, each student
evaluates the effectiveness of the final piece as a whole, explaining how they consider the
ensemble’s intentions were achieved.”

Note the hierarchy of command words:

list > outline > describe > explain.

You’re aiming to EXPLAIN. The Guide describes this as ‘a thorough and detailed
account, including insightful causes or reasons’.

So, the key words are ‘Why?’ and ‘How?’.

IBDP Theatre – Assessment #2 – Link: Collab Project A1, A2, B1, C1
Perspective Focus: DIRECTOR / CREATOR / PERFORMER / DESIGNER | Due: Mon 9 Jan

A1: “Each student provides their own individual explanation of how the piece was
collaboratively created by the ensemble, referencing significant instances from the process.
Please note: reflecting on the collaborative creative process does not mean that students
should see this as an opportunity to complain, blame or criticize other members of the
ensemble.”
Maximum 2.5 pages / 1000 words. Use a legible sans serif 12-point font. Standard margin sizes. Single spacing.
Subheading: The collaborative creative process.

Aim: In this section you explain the process of creating your piece of theatre. The idea is
that you explain how you moved from nothing to a performance – with an emphasis on
practical work and ‘significant instances’ (in other words, key moments in the process.
Remember: explain means that you need to talk about causes / effects / consequences. So
in this section, you're trying to show your understanding of:
• What you did at key moments (inquiring / developing / presenting / evaluating).
• Why you did those things.
• What you learnt from them.
• How they developed the piece, linking to your theatre-maker intentions.

Thinking: what were the significant moments? (linking to your intentions, of course)
• Try to consider moments from throughout the process – try to include moments
showing different stages of the theatre-making process:
• [Inquiring] – [Developing] – [Presenting] – [Evaluating]
• Focus on moments that had a major impact on the final piece – moments of
breakthrough or illumination or realisation; AHA! moments.
• Are there significant moments when an idea didn’t work? If so, you should
definitely include one or two of these – providing you can link them to how they
impacted the final piece.
• Include moments that cover both performance and production elements.

Writing: a chronological explanation of your process

• Structure this section around significant moments from the process.
• You must start with an explanation of how you formulated your theatre-maker
intentions, and the significance of that decision on a major element of the final
performance (such as set design, costume, structure) – but try to remember that
you need to describe a practical process.
• Each subsequent paragraph should focus on a significant moment that had a
major impact on the final piece:
• What were you trying to achieve at that moment? What did you do?
• What did you learn from this experience? Why? How did you learn this?
• What impact did that learning have on the final piece?
• Over the course of A1, you should cover:
• All parts of the theatre-making process (and name them!) – of course,
evaluation is part of every moment.
• Different moments in your piece, including the opening and the ending.
• Both performance and production elements.
• At least one moment where you received external feedback (e.g. from a
teacher or peer).
• Everything must link to your INTENTIONS – every decision should link to them!
IBDP Theatre – Assessment #2 – Link: Collab Project A1, A2, B1, C1
Perspective Focus: DIRECTOR / CREATOR / PERFORMER / DESIGNER | Due: Mon 9 Jan

A2: “After the piece is performed, and with reference to audience feedback, each student
evaluates the effectiveness of the final piece as a whole, explaining how they consider the
ensemble’s intentions were achieved.”
Maximum 2.5 pages / 1000 words. Use a legible sans serif 12-point font. Standard margin sizes. Single spacing.
Subheading: Evaluating the performance.

Aim: In this section you need to show your ability to evaluate the effectiveness of your final
piece in terms of your intentions. You must focus on – and make explicit reference to –
audience feedback here. It is a good idea to quote audience members.
You need to cover both the strengths and the limitations of the performance (i.e. both
what did go well and what didn’t go so well in terms of fulfilling your intentions).
Remember: explain means that you need to talk about causes / effects / consequences. So
in this section, you're trying to show your understanding of:
• What went well with your performance in terms of how it fulfilled your intentions –
and how and why.
• What didn’t go well – and how and why.
• What audience feedback tells you about the effectiveness of your performance.

Thinking: what are the key aspects to focus on?

• How can you separate your theatre-making intentions into different parts?
• What does the audience feedback tell you about the aspects or moments of your
performance that had an impact on their understanding of your intentions?
• What are the key aspects or moments you can comment on in terms of how they
did (or did not) fulfil your intentions?
• What performance and production elements can you comment on?
• Can you comment on the ending? How did this help the audience understand
your intentions?

Writing: structure it around the different elements of your intentions

• For each element of your intentions, answer the question: How effectively did we
meet this element of our intentions? You do this by focusing in on specific
aspects or moments.
• For each aspect or moment, you need to comment on the following things – not
necessarily in this order:
• What the audience said about it in terms of their understanding of your
intentions.
• What happened in that moment or what you did in terms of using that
aspect.
• How it happened through the combination of different production and
performance elements. Name them and analyse them.
• Whether this was successful in meeting the element of your intentions
being discussed at this point – and why.
• Make specific reference to the performance. You can use time stamps,
images, quotes, etc. in order to focus on specific aspects or moments to
analyse.
• End with a short summary paragraph outlining the main ways the performance did
or did not fulfil your intentions, and how you could have made it more effective.
IBDP Theatre – Assessment #2 – Link: Collab Project A1, A2, B1, C1
Perspective Focus: DIRECTOR / CREATOR / PERFORMER / DESIGNER | Due: Mon 9 Jan

B1: “After watching the video recording of the final piece, each student explains how they
used their performance skills (body and/or voice) to effectively contribute to one specific and
effective moment of tension, emotion, atmosphere and/or meaning (“TEAM”) visible in the
video recording. The chosen moment must not exceed 2 minutes maximum and the time
codes for this moment must be stated on the cover sheet. Each student must clearly state
which element(s) of "TEAM" they will be addressing in the chosen moment.”

B2: “After watching the video recording of the final piece, each student explains how their
own specific individual artistic contributions to the development and/or staging of the piece
as creator, designer and/or director (outside of their performance moment described above)
effectively contributed to the fulfillment of the ensemble’s intentions in one moment seen in
the video recording. This moment must be a different moment in the piece to the one
described above and must not exceed 2 minutes maximum. The time codes must be stated
on the cover sheet. Each student must clearly state which role(s) they made their artistic
contributions in (creator, designer and/or director) for the one moment.” [Not assessed in Y12]

Note the hierarchy of command

words:
list > outline > describe > explain.

You’re aiming to EXPLAIN. The

Guide describes this as ‘a thorough
and detailed account, including
insightful causes or reasons’.

So, the key words are ‘Why?’ and

‘How?’.
IBDP Theatre – Assessment #2 – Link: Collab Project A1, A2, B1, C1
Perspective Focus: DIRECTOR / CREATOR / PERFORMER / DESIGNER | Due: Mon 9 Jan

B1: “After watching the video recording of the final piece, each student explains how they
used their performance skills (body and/or voice) to effectively contribute to one specific and
effective moment of tension, emotion, atmosphere and/or meaning (“TEAM”) visible in the
video recording. The chosen moment must not exceed 2 minutes maximum and the time
codes for this moment must be stated on the cover sheet. Each student must clearly state
which element(s) of "TEAM" they will be addressing in the chosen moment.”
Maximum 2.5 pages / 1000 words. Use a legible sans serif 12-point font. Standard margin sizes. Single spacing.
Subheading: My individual contributions to the piece: performance skills (timestamp)

Aim: In this section you need to focus on your use of performance skills to contribute to a
moment of TEAM. You must use the words tension, emotion, atmosphere and/or meaning
(depending on the moment you select). The focus is on you as a performer.
Remember: explain means that you need to talk about causes / effects / consequences. So
in this section, you're trying to show your understanding of:
• Why this moment is a key one in terms of your contribution as a performer.
• How you used your performance skills (what you did with your body and with your
voice).
• The impact of your use of performance skills on the moment of TEAM.
• How that impact was created.

Thinking:
• Which moment is the best one to use in order to show your excellent
contributions as a performer?
• You need a moment of less than 2 minutes.
• You must be clearly visible in that moment – at least 30 seconds of you
being prominently visible.
• Does the moment clearly emphasise tension, emotion, atmosphere and/or
meaning?
• Are your performance skills clearly helping to create TEAM?
• The examiner will read your explanation of how your performance skills
contributed to your moment of TEAM, and then look at the video to see how
effective those skills are in the same moment.

Writing: remember the focus is on you and your performance skills.

• Start with a brief introductory paragraph that explains whether the moment
emphasises tension, emotion, atmosphere and/or meaning. Every time you use
one of these words, consider writing it in bold.
• Then zoom in on your performance – focus on specific moments and use these to
structure this section.
• For each moment, explain:
• What you did with your body and/or voice.
• How you did this.
• Why you did this.
• How this was effective in communicating tension, emotion, atmosphere
and/or meaning to the audience.
• Make specific reference to the video – screenshots and images can really help
here.
• End with a final sentence that links back to the start and to TEAM.
IBDP Theatre – Assessment #2 – Link: Collab Project A1, A2, B1, C1
Perspective Focus: DIRECTOR / CREATOR / PERFORMER / DESIGNER | Due: Mon 9 Jan

C1: “To what extent do the student’s performance skills (body and/or voice) effectively
contribute to a moment of tension, emotion, atmosphere and/or meaning (“TEAM”) seen in
the video recording (as specified by the student in section 2(a) of the project report)?”

C2: “To what extent do the student’s own individual contributions to the artistic development
and/or staging of the piece as creator, designer and/or director (as specified by the student in
section 2(b) of the project report) effectively contribute to the fulfillment of the ensemble’s
intentions within the context of the whole video recording?” [Not assessed in Y12]

This element of
the collaborative
project is assessed
through what is
visible on the
video recording –
there is no writing
involved.