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Theatre Performance
E D U C A T I O N
SDP315110: TQA Level 3, Size Value = 15
THE COURSE DOCUMENT
This document contains the following sections:
LEARNING STATEMENT ............................................................................................................................. 1
COURSE SIZE AND COMPLEXITY ............................................................................................................. 2
COURSE DESCRIPTION ............................................................................................................................. 2
DELIVERY REQUIREMENT ......................................................................................................................... 2
LEARNING OUTCOMES .............................................................................................................................. 2
COURSE CONTENT .................................................................................................................................... 3
WORK REQUIREMENTS .............................................................................................................. 5
ASSESSMENT .............................................................................................................................................. 5
QUALITY ASSURANCE PROCESSES ......................................................................................... 6
EXTERNAL ASSESSMENT REQUIREMENTS ............................................................................. 6
CRITERIA ....................................................................................................................................... 7
STANDARDS .................................................................................................................................. 8
QUALIFICATIONS AVAILABLE .................................................................................................. 17
AWARD REQUIREMENTS .......................................................................................................... 18
COURSE EVALUATION ............................................................................................................................. 18
COURSE DEVELOPER .............................................................................................................................. 18
ACCREDITATION ....................................................................................................................................... 18
VERSION HISTORY ................................................................................................................................... 18
LEARNING STATEMENT
The creative arts encompass a rich tapestry of creative endeavour across a wide variety of visual and
performing arts courses and are an integral and essential component of education. Through undertaking
learning in the creative arts, students develop skills, knowledge and understanding that will enable them
to: communicate and cooperate with others; adapt to change; and develop strategies for personal growth.
Arts education develops people who are resilient, creative, versatile and self-assured.
Through the study of the creative arts, students learn to express themselves in varied and original
ways. They acquire new skills and learn specialised techniques. At the same time they have the
opportunity to engage in creative decision-making processes. Students will also examine the impact
of new technologies and techniques in their chosen field of specialisation and consider these in the
context of the contemporary arts.
Study of arts is a significant means of defining Australian culture and, by their unique nature, the arts
enrich the lives of all in our society. A knowledge and understanding of the arts will enable students to
participate more effectively in, and contribute to, the diverse aspects of Australian cultural life.
© Copyright for part(s) of this document may be held by individuals or organisations other than the TQA
Version 1
Period of Accreditation: 1 Jan 2010 – 31 Dec 2014
Date of Printing: 16 November 2009
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Theatre Performance TQA 3
COURSE SIZE AND COMPLEXITY
This course has been assessed as having a complexity level of TQA level 3.
At TQA level 3, the student is expected to acquire a combination of theoretical and/or technical and
factual knowledge and skills and use judgment when varying procedures to deal with unusual or
unexpected aspects that may arise. Some skills in organising self and others are expected. TQA level 3 is
a standard suitable to prepare students for further study at the tertiar y level. VET competencies at this
level are often those characteristic of an AQF Certificate III.
The TQA level 3 course has a size value of 15.
COURSE DESCRIPTION
This course is designed to provide students with practical and creative opportunities to ac quire skills,
knowledge, understanding and experience. The course encompasses a comprehensive programme
of theatre performance. Working individually and as a member of a group, students present polished
performances and dramatic monologues to a variety of audiences. Vocal skills are developed and
students explore a range of texts and dramatic techniques. Live theatre performances are attended
and critically analysed. Within the context of these various studies students are expected to operate
as much as possible like members of a theatre company, while teachers operate much like directors.
DELIVERY REQUIREMENT
Due to the significance placed on ensemble work a minimum of three (3) students is required for a
provider to offer this course. A group of at least three candidates is required for external assessment
purposes.
LEARNING OUTCOMES
In studying Theatre Performance students will develop:
•
skills, knowledge and understanding that will enable them to work together as a company on a
public performance season and the presentation of drama works to an audience
•
skills, knowledge and understanding of the elements of drama (voice, movement, improvisation,
role play and ensemble)
•
knowledge and understanding of theatre habits, etiquette and methods
•
skills, knowledge and understanding regarding the development of characterisation
•
skills, knowledge and understanding of the range of activities and processes that constitute
theatrical practice
•
skills in communicating ideas and information, selecting and using technologies, planning,
organising and completing activities,
•
working effectively as an individual, with others and in ensembles
•
knowledge and understanding of historical context, genre and style of drama works
•
skills, knowledge and understanding that will enable them to observe, critically appraise theatrical
works and reflect upon the drama works and performances of themselves and others.
Tasmanian Qualifications Authority
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Period of Accreditation: 1 Jan 2010 – 31 Dec 2014
Date of Printing: 16 November 2009
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Theatre Performance TQA 3
COURSE CONTENT
The intention in the course is for a whole class to work together on TWO public performance seasons,
one performance of which will be externally assessed. Ideally, the class will present one full length play
but, given the difficulties in matching available performers to an appropriate script, it is equally acceptable
to present two or even three short plays, or even a compilation performance of scenes from different plays
all by, for example, the same author, or all linked in some other way. The important feature is that it is a
single performance and that it operates as part of a public performance season.
Normal theatre habits, etiquette and methods of operation will apply:
• the teacher is expected to operate as a director
• the class is expected to operate as much like a theatre company as possible.
Through studying this course students will explore and experiment with the elements of drama:
• voice
• physical characterisation
• improvisation
• role play
• ensemble.
Special emphasis is placed on:
• development of character and written detailed reflection of process
• demonstration of individual and ensemble performance skills
• making and creating theatre works
• presenting theatrical performances
• research to develop an understanding of past and present contexts
• engaging in arts criticism and aesthetics and apply learning to performance
• recorded personal reflection
• critical analysis of theatrical productions in order to increase their repertoire of sources for their
own performances
CHARACTERISATION
The development of characterisation through research, analysis and reflection during the rehearsal
process including:
• the contribution of costume and personal properties to the development of role
• the individual role within the context of the wider production
• relevant historical, social, genre or thematic contexts
• physical and vocal techniques appropriate to character
• intellectual understanding of motivation and intention of character within a production.
Tasmanian Qualifications Authority
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Period of Accreditation: 1 Jan 2010 – 31 Dec 2014
Date of Printing: 16 November 2009
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Theatre Performance TQA 3
PERFORMANCE SKILLS
The development of core skills in voice, movement, improvisation, role play and ensemble playing,
including:
• voice: the selection and use of aspects of vocal technique as a means of interpretation and
communication for a range of purposes and effects;
• movement: the development and use of movement skills in developing and refining physicalisation of
character and character relationships;
• improvisation: the use of improvisation for a variety of purposes including exploration of character,
text and sub-text;
• role: the development of character using credible dialogue, timing and physicalisation in the role
throughout the drama; and
• ensemble: the ability to participate generously as a member of an ensemble, with sensitivity to the
needs of the group in performance.
MAKING AND CREATING
Using skills, techniques and processes to explore and communicate ideas in a drama form, including:
• the use of imagination and initiative in contributing to the group goal
• the manipulation of text and sub-text to interpret and communicate a particular intention
• the ability to recognise and work within different styles or genres
Elizabethan)
(for example, absurdism,
• an exploration of ways of communicating meaning through the manipulation of appropriate elements
of stagecraft
• the development of skills in ensemble playing with sensitivity to the needs of the group drama.
PERFORMING AND PRESENTING
The presentation of polished theatrical performance works to an appropriate audience, involving:
• accurately memorised text
• well-prepared and confident presentation of individual work to audiences
• well-prepared and confident participation in group dramatic presentations
• the control of performance techniques to sustain belief for a variety of audiences in conventional,
found or improvised performance spaces
• the development of an understanding of audience/performer dynamics.
HISTORICAL CONTEXT, GENRE AND STYLE
The ability to identify, explore and discuss theatre from different cultures and contexts, including:
• the exploration in practice of the way drama can change, shape and be influenced by past and
present contexts
• appropriate style used to present genre of production.
ARTS CRITICISM AND AESTHETICS
The ability to observe, identify, discuss and research the student's own work and the work of others,
including:
• a critical examination of the meanings and values associated with particular theatre experiences
• the identification and discussion of artistic choices in practice
Tasmanian Qualifications Authority
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Period of Accreditation: 1 Jan 2010 – 31 Dec 2014
Date of Printing: 16 November 2009
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Theatre Performance TQA 3
• the ability to place the discussion in the wider context of theatre as an art form
• the ability to build an understanding, through analysis, of other performers and performances to use
in the development of their own skills and theatre works
• both written and verbal analysis of theatrical experiences.
PERSONAL REFLECTION
The ability to reflect and comment on personal theatre experiences, including:
• recording and reflecting on the processes and outcomes of theatrical tasks
• the ability to identify, comment on and analyse aspects of theatre experiences and tasks in a formal
written tasks
• the documentation and demonstration of an understanding of the processes involved in creating,
making and presenting theatrical tasks
• the completion of two individual reflective studies (IRS) based of the two public play productions
undertaken throughout the year.
WORK REQUIREMENTS
Theatre Performance students will work as an individual, as a member of small groups and a part of two
whole class productions to a public audience.
Theatre Performance students will participate in a range of practical drama tasks, develop work, both selfdevised and based on text, as an individual and as a member of an ensemble. It is recommended that
solo performance work involve at least three performances of a monologue from a published play text for
internal assessment over the course of the year.
Theatre Performance students will work accurately from memory for all performance work.
Theatre Performance students will keep a reflective journal of their learning, performance and theatrical
experiences over the year. It is recommended students complete an Individual Reflective Study based on
their class major production. A second IRS will be completed for external assessment purposes, which
will include a reflection on their exam monologue.
Theatre Performance students will undertake a role as part of an ensemble in the rehearsal and
performance of two text based productions to a public audience.
Theatre Performance students will engage in research of the history of theatrical styles and genres in
relation to the texts studied, and demonstrate this understanding through written presentations and
practical interpretation.
ASSESSMENT
Criterion-based assessment is a form of outcomes assessment which identifies the extent of student
achievement at an appropriate end-point of study. Although assessment – as part of the learning
program - is continuous, much of it is formative, and is done to help students identify what they need
to do to attain the maximum benefit from their study of the course. Therefore, assessment for
summative TCE reporting should focus on what both teacher and student understand to reflect end point achievement.
The primary audience for internal assessment is students and the teacher, but major performance
assessment must involve a public audience.
The standard of achievement each student attains on each criterion is recorded as a rating ‘A’, ‘B’, or
‘C’, according to the outcomes specified in the standards section of the course.
Tasmanian Qualifications Authority
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Period of Accreditation: 1 Jan 2010 – 31 Dec 2014
Date of Printing: 16 November 2009
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Theatre Performance TQA 3
A ‘t’ notation must be used where a student demonstrates any achievement against a criterion less
than the standard specified for the ‘C’ rating. The ‘t’ notation sits outside the continuum of ratings and
is thus not described in course standards.
A ‘z’ notation is to be used where a student provides no evidence of achieve ment at all.
Providers offering this course must participate in the quality assurance processes.
Internal assessment of all criteria will be made by the provider. Assessment processes must gather
evidence that clearly shows the match between individual student performance, the standards of the
course and the student’s award.
Providers will report the student’s rating for each criterion to the Tasmanian Qualifications Authority.
The Tasmanian Qualifications Authority will supervise the external assessment o f designated criteria
(*). The ratings obtained from the external assessments will be used in addition to those provided
from the provider to determine the final award.
QUALITY ASSURANCE PROCESSES
The following processes will be facilitated by the TQA to ensure there is:
 a match between the standards for achievement specified in the course and the standards
demonstrated by students
 community confidence in the integrity and meaning of the qualification.
Processes – the Authority gives course providers feedback about any systematic differences in the
relationship of their internal and external assessments and, where appropriate, seeks further
evidence through audit and requires corrective action in the future.
EXTERNAL ASSESSMENT REQUIREMENTS
The externally assessed criteria for this course are: 5; 6; 7; & 8.
Details regarding the external assessment of this course are given in the TQA’s External Assessment
Guidelines document.
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: 1 Jan 2010 – 31 Dec 2014
Date of Printing: 16 November 2009
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Theatre Performance TQA 3
CRITERIA
The assessment for Theatre Performance TQA level 3 will be based on the degree to which the
student can:
1. Work as a member of a theatrical ensemble
2. Research and communicate understanding of theatrical practice
3. Demonstrate commitment to rehearsal processes and performance outcomes
4. Use stagecraft to enhance performances.
5. *Use a range of vocal techniques to create and communicate character, mood and meaning
6. *Develop, perform and sustain a range of credible characters
7. *Perform to the public in polished performances
8. *Reflect on the acquisition and employment of knowledge, understanding and skills required for
performance
9. Observe, critically appraise and evaluate theatrical performances
10. Demonstrate an understanding of appropriate historical context, genre and style in
performances.
* = externally assessed criteria
Tasmanian Qualifications Authority
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Period of Accreditation: 1 Jan 2010 – 31 Dec 2014
Date of Printing: 16 November 2009
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Theatre Performance TQA 3
STANDARDS
CRITERION 1
WORK AS A MEMBER OF A THEATRICAL ENSEMBLE
Rating ‘C’
A student can:
Rating ‘B’
A student can:
 listen with respect to others

 contribute a variety of ideas,
processes and outcomes to
develop a piece of work

 cooperate with the
teacher/director and members
of the ensemble

 modify own views in order to
achieve ensemble outcomes

 respond willingly to directorial
advice

 actively seek the advice of
others

 undertake the role of actor in
a manner appropriate to a
theatre company.

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listen with respect to
others
initiate planning and
polishing of group work
cooperate with the
teacher/director and be
supportive of members of
the ensemble
modify own views and
contribute solutions to
achieve positive
ensemble outcomes
respond to and use
directorial advice to
enhance own
performances
actively seek and respond
to the advice of others
undertake the role of
actor in a manner
appropriate to a theatre
company and fulfil given
expectations on stage.
Rating ‘A’
A student can:







listen with respect to
others
lead a group in
anticipating and
overcoming practical
problems
cooperate with the
teacher/director and be a
supportive, contributing
member of the ensemble
voluntarily modify own
views and facilitate
collaborative processes to
achieve effective
ensemble outcomes
respectfully contribute
ideas and use directorial
advice to develop and
enhance own
performances
respect criticism and use
feedback from others to
develop own work
undertake the role of
actor in a manner
appropriate to a theatre
company, fulfil all given
expectations on stage
and contribute positively
to the ensemble.
Period of Accreditation: 1 Jan 2010 – 31 Dec 2014
Date of Printing: 16 November 2009
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Theatre Performance TQA 3
CRITERION 2
RESEARCH AND COMMUNICATE UNDERSTANDING OF THEATRICAL
PRACTICE
Rating ‘C’
A student can:
Rating ‘B’
A student can:
 identify and use some
research sources appropriate
to exploring theatrical practice
relevant to the particular
dramatic task

 make adequate connection
between the research
undertaken and plans for
performance of the particular
dramatic task

 present findings in either
written and/or oral and/or
illustrated and/or
demonstrated form

 show some connections
between theory and practice

 reference all sources using a
generally accepted reference
system.

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identify and use a range
of sources appropriate to
researching theatrical
practice relevant to the
task
make a number of
connections between
research into
performance elements
such as genre and style
and plans for personal
practice
present findings in either
written and/or oral and/or
illustrated and/or
demonstrated form
make connections
between theory and
practice
reference all sources
using a generally
accepted reference
system.
Rating ‘A’
A student can:





take a resourceful and
imaginative approach to
research, using a variety
of material including
published texts, online
and primary sources
communicate a thorough
understanding of the
essential elements of the
theatrical tradition and
practices relevant to a
particular performance
present findings in a
manner appropriate to the
research findings in either
written and/or oral and/or
illustrated and/or
demonstrated form
make comprehensive
connections between
theory and practice
reference all sources
using a generally
accepted reference
system.
Period of Accreditation: 1 Jan 2010 – 31 Dec 2014
Date of Printing: 16 November 2009
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Theatre Performance TQA 3
CRITERION 3
DEMONSTRATE COMMITMENT TO REHEARSAL PROCESSES AND
PERFORMANCE OUTCOMES
Rating ‘C’
A student can:
Rating ‘B’
A student can:
 prepare for set tasks
adequately

 meet deadlines

 participate in the preparation
of plans for performances

 remain focused on tasks with
directorial guidance.

 liaise with director regarding
personal progress

 memorise literary works from
a range of styles with
reasonable accuracy

 commit time and effort to the
rehearsal

 usually be reliable, and
punctual to classes,
rehearsals and performances

 responsibly solve problems
and issues in rehearsal and
performance

 share task-related work loads
with others in a positive
manner.

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manage personal time in
order to complete tasks
meet deadlines
participate in and
contribute to the plans for
performances
remain focused on tasks
with minimal directorial
guidance
recognise the need for
and seek director
assistance with personal
progress
memorise literary works
from a range of styles
with accuracy
show an understanding of
the importance of, and
commit time, effort and
energy to, the rehearsal
process
be punctual and reliable
and committed to classes,
rehearsals and
performances
identify and responsibly
solve problems and
issues in rehearsal and
performance
share task-related work
loads with others in a
positive manner and with
consideration for others.
Rating ‘A’
A student can:










set goals, plan and
manage time effectively
to complete tasks
meet deadlines
participate in and
contribute artistically to
the plans for
performances
remain focused on all
tasks without directorial
guidance
actively seek director
support and advice with
regard to personal goals
and progress
memorise literary works
from a wide range of
styles with accuracy
understand the
importance of the
rehearsal process and
commit time, effort and
energy to, the process for
the duration of the project
be punctual, reliable and
strongly committed to all
class, rehearsals and
performances
anticipate, identify and
responsibly solve
problems and issues in
rehearsal and
performance
share task-related work
loads with others in a
positive manner and with
equity across the
ensemble.
Period of Accreditation: 1 Jan 2010 – 31 Dec 2014
Date of Printing: 16 November 2009
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Theatre Performance TQA 3
CRITERION 4
USE STAGECRAFT TO ENHANCE PERFORMANCE
Rating ‘C’
A student can:
Rating ‘B’
A student can:
 use elements of stagecraft
including set, properties,
lighting, costume and sound
in performance

 use stagecraft to support text
and dramatic interpretation

 explain aesthetic and
production decisions

 evaluate the effectiveness of
stagecraft decisions and alter
or adapt them in
performances

 follow safe workplace
procedures with directorial
guidance

 demonstrate an awareness of
an audience

 manage minor unexpected
changes on stage without
losing focus.

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use elements of
stagecraft including set,
properties, lighting,
costume and sound
effectively in performance
use stagecraft
appropriately to support
text and dramatic
interpretation
identify and explain
production decisions
evaluate the effectiveness
of stagecraft decisions
and alter or develop them
to further enhance
performances
follow safe workplace
procedures
demonstrate an
awareness of and
sensitivity to an audience
manage unexpected
change on stage without
losing focus.
Rating ‘A’
A student can:







select and use elements
of stagecraft including
set, properties, lighting,
costume, sound and
stage business to
enhance performance
use stagecraft sensitively
and creatively to support
text and dramatic
interpretation
identify, explain and
justify aesthetic and
production decisions
critically evaluate the
effectiveness of
stagecraft decisions and
alter, adapt or develop
them to further enhance
performances
always follow safe
workplace procedures
demonstrate an
awareness of and
sensitivity to an audience
and adapt performance
accordingly
manage significant
unexpected changes on
stage without losing focus
and whilst sustaining
character.
Period of Accreditation: 1 Jan 2010 – 31 Dec 2014
Date of Printing: 16 November 2009
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Theatre Performance TQA 3
CRITERION 5
*USE A RANGE OF VOCAL TECHNIQUES TO CREATE AND COMMUNICATE
CHARACTER, MOOD AND MEANING
Rating ‘C’
A student can:
Rating ‘B’
A student can:
 project voice* appropriate to
performance space

 perform with clear voice and
well articulated vocal patterns
that assist communication

 use pitch to indicate some
mood and emotion in
characterisation

 use pace to convey aspects of
character appropriate to the
text

 communicate meaning of text

 use tone and accent
appropriate to character and
style of production

 use adequate breath support
in performance.

project voice* appropriate
to performance space
with ease
perform with clear, well
articulated and modulated
voice, with all sounds
discernable
use pitch to indicate
mood and emotional
range in character
development
use variety in vocal pace
in performance to
enhance character
portrayal
communicate authorial
intention
use and sustain accent
and tone appropriate to
character and style of
production
use breath support in
performance to enhance
delivery of text.
Rating ‘A’
A student can:







project voice* appropriate
to performance space
with ease and in a way
that engages the
audience
perform with full vocal
control of modulation and
articulation
use pitch to indicate a
variety of moods and
emotional range in
character development
use pace to convey
aspects of character and
relationships with
sensitivity to the text
interpret and
communicate authorial
intention
use and sustain well
developed accent and
tone to support
characterisation within a
production
control and manipulate
the breath in performance
to enhance delivery of
text.
These Standard descriptors refer to vocal skills such as:
 vocal skills and techniques - pitch, pace, pause, volume, inflection, stress, clear articulation and
breath support
 dramatic elements - dramatic tension, mood, language, tone and accent.
*Project voice (projection) implies safe delivery of the voice through good diaphragmatic breathing.
Tasmanian Qualifications Authority
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Period of Accreditation: 1 Jan 2010 – 31 Dec 2014
Date of Printing: 16 November 2009
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Theatre Performance TQA 3
CRITERION 6
*DEVELOP, PERFORM AND SUSTAIN A RANGE OF CREDIBLE CHARACTERS
Rating ‘C’
A student can:
Rating ‘B’
A student can:
 develop and present
characters of different age,
context and physical
mannerisms to self

 present characters so as to
reveal their basic motivation

 perform a range of
monologues of characters
different to self

 memorise lines with a
reasonable degree of
accuracy

 use the performance space
with some artistic
consideration for the context
of the monologue, scene or
play

 sustain a character on stage

 with directorial support, adapt
and shape characters within
ensemble scenes.

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develop and present a
range of credible
characters
use verbal and non-verbal
clues to communicate the
sub-text and inner
monologue of a character
perform with confidence
and drama skills a range
of monologues of
characters different to self
accurately memorise
work for a range of
performances
use the performance
space with artistic
consideration for the
context of the monologue,
scene or play
sustain and vary the
energy of a character of
stage
with little directorial
support, adapt and shape
characters within
ensemble scenes.
Rating ‘A’
A student can:







create and present fully
developed characters
with different physical,
social and emotional
characteristics
use voice, physicalisation
and personality traits of
the character to
communication motivation
communicate through the
performance of
monologues the sub-text
and context of a wide
range of characters
different to self
accurately memorise a
wide range of texts for
performance
use the performance
space with careful artistic
consideration for the
context of the monologue,
scene or play
sustain a range of
characters and adjust the
dramatic energy
throughout the
performance as required
by the context
use a high degree of skill
and independent of
directorial support adapt
and shape characters
within ensemble scenes.
Period of Accreditation: 1 Jan 2010 – 31 Dec 2014
Date of Printing: 16 November 2009
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Theatre Performance TQA 3
CRITERION 7
*PERFORM TO THE PUBLIC IN POLISHED PRODUCTIONS
Rating ‘C’
A student can:
Rating ‘B’
A student can:
 use control and concentration
while sustaining focus and
appropriate levels of energy in
performance

 demonstrate some awareness
of audience

 be sensitive to the needs of
other performers

 use eye contact when
directed to in performances

 listen to other performers on
stage

 demonstrate generosity to
fellow cast members

 use drama skills to present a
polished performance.

use control and
concentration while
sustaining focus and
appropriate levels of
energy for the duration of
a performance
demonstrate an
awareness of audience,
and make appropriate
contact and engagement
with audience
actively support other
group members in
performance
use and sustain eye
contact during
performances
listen and react to other
performers on stage
demonstrate active
support of other group
members in performance
and is usually sensitive to
the needs of other
performers
use drama skills to
imaginatively support the
form, style and intention
of the performance.
Rating ‘A’
A student can:







use concentration and
sensitivity while
sustaining focus and
appropriate levels of
energy for the duration of
a performance
demonstrate an
awareness of audience,
and make sensitive and
appropriate contact and
engagement with
audience
actively support with
generosity and sensitivity,
others within the
ensemble*
use and sustain
appropriate eye contact
in performances
listen, respond and react
to other performers on
stage
consistently and actively
support, with generosity
and sensitivity others
within the ensemble*
use drama skills with
control and commitment
as an integral part of the
form, style and intention
of the performance.
* Ensemble here means the whole company, including designers, technician, support staff, actors and the director/s.
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: 1 Jan 2010 – 31 Dec 2014
Date of Printing: 16 November 2009
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Theatre Performance TQA 3
CRITERION 8
*REFLECT ON THE ACQUISITION AND EMPLOYMENT OF KNOWLEDGE,
UNDERSTANDING AND SKILLS REQUIRED FOR PERFORMANCE
Rating ‘C’
A student can:
Rating ‘B’
A student can:
 reflect on knowledge gained
thorough research

 observe and analyse the
drama works of self and
others in relation to
performance

 select and apply concepts and
some dramatic terms when
appraising the work of others
or developing own work

 identify some performance
techniques used others to
apply to own performance
work

 use constructive feedback to
develop plans for own work

 reflect on the theatrical
process from script to
performance.

Tasmanian Qualifications Authority
Version 1
reflect on knowledge
gained thorough research
attentively observe and
analyse the drama works
of self and others in the
relation to the
performance ensemble
select and apply relevant
concepts and dramatic
terms to appraise the
work of others in order to
develop own work
identify a range of
performance techniques
used by others to further
develop own performance
work
in response to critical
feedback, identify
dramatic techniques to
develop own work
reflect on and analyse the
theatrical process from
script to performance.
Rating ‘A’
A student can:






reflect on and analyse
knowledge acquired
through gained
attentively observe and
critically analyse the
drama works of self and
others in relation to the
performance ensemble
critically select and apply
relevant concepts and
performance specific
terms to clarify
communication
identify a wide range of
performance techniques
and reflect on how these
could be adapted to
develop own performance
work
in response to critical
feedback, identify
dramatic technique and
strategies to develop own
work
reflect on and critically
analyse the theatrical
process from script to
performance in the
context of their own work.
Period of Accreditation: 1 Jan 2010 – 31 Dec 2014
Date of Printing: 16 November 2009
16
Theatre Performance TQA 3
CRITERION 9
OBSERVE, CRITICALLY APPRAISE AND EVALUATE THEATRICAL
PERFORMANCES
Rating ‘C’
A student can:
Rating ‘B’
A student can:
 demonstrate the ability to
observe and analyse the
theatre work of others

 use relevant concepts and
terms to convey appropriate
meaning when discussing
theatre works of others

 assess the degree to which
some production and/or
performance techniques were
successful, and provide some
justification for opinions

 critically analyse theatre as a
performance art with
reference to a some dramatic
elements and cultural
contexts

 identify different purposes of
theatre

 use some theatrical
terminology to discuss the
effectiveness of a
performance.

demonstrate the ability to
attentively and
conscientiously observe
and analyse the theatre
work of others
select and apply relevant
concepts and terms to
convey appropriate
meaning when discussing
theatre works of others
critically assess the
degree to which a wide
range of production
and/or performance
techniques were
successful, and provide
justification for opinions
critically analyse theatre
as a performance art with
reference to a range of
appropriate dramatic
elements and cultural
contexts
identify and comment on
different purposes of
theatre
use appropriate theatrical
terminology to discuss the
effectiveness of a
performance.
Rating ‘A’
A student can:






demonstrate the ability to
attentively and
conscientiously observe,
analyse and critically
appraise the theatre work
of others
critically select relevant
concepts and terms to
clarify ideas and convey
appropriate meaning
when discussing theatre
works of others
critically assess the
degree to which a wide
range of production
and/or performance
techniques were
successful, and provide
detailed, informed and
justification for opinions
critically analyse theatre
as a performance art with
reference to a wide range
of appropriate dramatic
elements and cultural
contexts
identify and evaluate the
success or otherwise of
different purposes of
theatre
use the language and
conventions of theatrical
criticism to discuss the
effectiveness of a
performance.
Students will use a range of means to share and express their opinions and observations, which may
include: written formal critiques; anecdotal notes; forum discussion; one-on-one interviews; recorded
analysis; presentations to peers; and reflective journal entries.
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: 1 Jan 2010 – 31 Dec 2014
Date of Printing: 16 November 2009
17
Theatre Performance TQA 3
CRITERION 10
DEMONSTRATE AN UNDERSTANDING OF APPROPRIATE HISTORICAL
CONTEXT, GENRE AND STYLE IN PERFORMANCES
Rating ‘C’
A student can:
Rating ‘B’
A student can:
 demonstrate some knowledge
of historical and social
conventions relevant to the
text

 use elements of acting style
appropriate to the genre

 use appropriate style of
performance for the overall
production intention

 use improvisation, acting
games, research and
discussion to develop
understanding and skills to
communicate style

 show capacity to follow
directorial intention

 use movement, voice and
sense of style to create
character appropriate to
production intentions.

incorporate appropriate
historical and social
convention into on
performance
use acting style
appropriate to the genre
operate as a member of
the ensemble with a
common style intention in
performance
adapt and experiment
through improvisation to
develop style
respond to directorial
intention effectively
use movement, voice and
sense of style to create
character that enhances
production intentions.
Rating ‘A’
A student can:






select and use
appropriate historical and
social conventions in own
performance
incorporate elements of
style into own
performance appropriate
to the genre
select and use
appropriate skills to
achieve the production
style intentions
initiate exploration of a
variety of methods to
develop an appropriate
and effective style of
performance
show flexibility in
individual interpretation of
directorial intention
develop and sustain a
character that is a
complete creation of
genre, style and period
intended in the
production.
QUALIFICATIONS AVAILABLE
Theatre Performance (with the award of):
EXCEPTIONAL ACHIEVEMENT
HIGH ACHIEVEMENT
COMMENDABLE ACHIEVEMENT
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: 1 Jan 2010 – 31 Dec 2014
Date of Printing: 16 November 2009
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Theatre Performance TQA 3
AWARD REQUIREMENTS
The final award will be determined by the Tasmanian Qualifications Authority from the 1 4 ratings (10
ratings from the internal assessment and 4 ratings from the external assessment).
The minimum requirements for an award in this course are as follows:
EXCEPTIONAL ACHIEVEMENT ( EA )
12 ‘A’, 2 ‘B’ ratings (3 ‘A’, 1 ‘B’ from external assessment)
HIGH ACHIEVEMENT ( HA )
5 ‘A’, 7 ‘B’, 2 ‘C’ ratings (1 ‘A’, 2 ‘B’, 1 ‘C’ from external assessment).
COMMENDABLE ACHIEVEMENT ( CA )
8 ‘B’, 5 ‘C’ ratings (2 ‘B’, 2 ‘C’ from external assessment).
SATISFACTORY ACHIEVEMENT ( SA )
12 ‘C’ ratings (3 ‘C’ from external assessment).
PRELIMINARY ACHIEVEMENT ( PA )
7 ‘C’ ratings.
A student who otherwise achieves the ratings for a CA (Commendable Achievement) or SA
(Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more
criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.
COURSE EVALUATION
Courses are accredited for a specific period of time (up to five years) and they are evaluated in the year
prior to the expiry of accreditation.
As well, anyone may request a review of a particular aspect of an accredited course throughout the period
of accreditation. Such requests for amendment will be considered in terms of the likely improvements to
the outcomes for students and the possible consequences for delivery of the course.
The TQA can evaluate the need and appropriateness of an accredited course at any point throughout the
period of accreditation.
COURSE DEVELOPER
The TQA acknowledges the significant leadership of Ms Maggie Gillham and Ms Tammy Giblin in the
development of this course.
ACCREDITATION
The accreditation period for this course is from 1 Jan 2010 until 31 Dec 2014.
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: 1 Jan 2010 – 31 Dec 2014
Date of Printing: 16 November 2009
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Theatre Performance TQA 3
VERSION HISTORY
Version 1 – Accredited on 10 Nov 2009. This course replaced SDP5C Theatre Performance.
VERSION CONTROL
This document is a Word version of the course. It is not a TQA controlled version. The current PDF version of
the course on the TQA website is the definitive one.
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: 1 Jan 2010 – 31 Dec 2014
Date of Printing: 16 November 2009