Reference · assessment criteria
Every criterion. Every band. One page.
The exam questions and mark descriptors lifted verbatim from the IB DP Theatre guide (2022). This is exactly what your examiner is marking from. The component pages turn each row below into a step by step plan.
The command term ladder
What do you notice about the wording?
List, outline, describe, explain. To climb a band, look at what each word actually asks of you, not how much evidence you pile up. Explain is top, describe is good, outline is adequate, list is limited. On this site the ladder is drawn as light: full intensity is a 7–8.
1–2
List
Brief answers, little or no explanation. In the performance criteria: Limited · in the evaluative strands: Comment.
3–4
Outline
Brief account or summary, underdeveloped. In the performance criteria: Moderate · in the evaluative strands: Consider.
5–6
Describe
Detailed account, with strengths/limitations. In the performance criteria: Competent · in the evaluative strands: Appraise.
7–8
Explain
Thorough, detailed account with insightful reasons. In the performance criteria: Effective · in the evaluative strands: Evaluate.
Solo Theatre Piece
External · HL only · 35% · 24 marksA
Researching theatre theory
8 marks · Report and list of sourcesAiWith specific references to their research, to what extent does the student explain their chosen theatre theory with a focus on the theorist's overarching intentions?
AiiWith specific references to their research, to what extent does the student explain the chosen aspect(s) of the theatre theory?
1–2
Lists
i. Lists features of the theatre theory. ii. Lists features of the chosen aspect(s).
3–4
Outlines
i. With specific references, outlines the theory with focus on overarching intentions. ii. Outlines the chosen aspect(s).
5–6
Describes
i. Describes the theory with focus on overarching intentions. ii. Describes the chosen aspect(s).
7–8
Explains
i. Explains the theory with focus on overarching intentions. ii. Explains the chosen aspect(s).
B
Reflecting on the performed solo theatre piece
8 marks · Report and list of sourcesBiWith reference to their theatre maker intentions, to what extent does the student explain the process of developing the solo theatre piece, as informed by their chosen theory?
BiiWith reference to audience feedback, to what extent does the student evaluate the effectiveness of the presented solo theatre piece, explaining the extent to which the piece fulfilled its intentions?
1–2
Lists / Comments
i. Lists the process of development. ii. Comments on effectiveness, listing intentions achieved.
3–4
Outlines / Considers
i. Outlines the development process. ii. Considers effectiveness, outlining intentions achieved. Audience feedback mostly appropriate.
5–6
Describes / Appraises
i. Describes the development process. ii. Appraises effectiveness, describing intentions achieved. Audience feedback relevant.
7–8
Explains / Evaluates
i. Explains the development process. ii. Evaluates effectiveness, explaining intentions achieved. Audience feedback effectively supports the evaluation.
C
Theatre theory in performance
8 marks · Video recordingCiTo what extent are the selected aspect(s) of theatre theory applied in the solo theatre piece?
CiiTo what extent does the student use performance and/or production elements effectively in the solo theatre piece to fulfill their intentions?
1–2
Limited
i. Application of the aspect(s) of theory is limited. ii. Use of performance/production elements is limited.
3–4
Moderate
i. Application is moderate. ii. Use of elements to fulfill intentions is moderate.
5–6
Competent
i. Application is competent. ii. Use of elements to fulfill intentions is competent.
7–8
Effective
i. Application is effective. ii. Use of elements to fulfill intentions is effective.
Collaborative Project
External · SL 40% / HL 25% · 24 marksA
The collaborative creative process and performance
8 marks · Cover sheet, project report and list of sourcesAiWith reference to significant instances from the process, to what extent does the student explain how they consider the piece was collaboratively created by the ensemble?
AiiWith reference to audience feedback, to what extent does the student evaluate the effectiveness of the final piece as a whole, in relation to how they consider the ensemble's intentions were achieved?
1–2
Lists / Comments
i. Lists the ways the piece was collaboratively created. ii. Comments on effectiveness, listing intentions achieved.
3–4
Outlines / Considers
i. Outlines collaborative creation with reference to significant instances. ii. Considers effectiveness with audience feedback.
5–6
Describes / Appraises
i. Describes collaborative creation with significant instances. ii. Appraises effectiveness with audience feedback.
7–8
Explains / Evaluates
i. Explains collaborative creation with significant instances. ii. Evaluates effectiveness with audience feedback.
B
Individual contributions to the performance
8 marks · Cover sheet, project report and list of sourcesBiTo what extent does the student explain how they used their performance skills (body and/or voice) to effectively contribute to one moment of tension, emotion, atmosphere and/or meaning ("TEAM") visible in the video recording? [≤ 2 min, time codes on cover sheet]
BiiTo what extent does the student explain how their specific individual artistic contribution(s) as creator, designer and/or director effectively contributed to the fulfillment of the ensemble's intentions in one moment seen in the video recording? [≤ 2 min, different moment, time codes on cover sheet]
1–2
Lists
i. Lists how performance skills contributed to a TEAM moment. ii. Lists how artistic contribution(s) fulfilled ensemble intentions in one moment.
3–4
Outlines
i. Outlines how performance skills contributed to TEAM. ii. Outlines artistic contribution(s) to ensemble intentions.
5–6
Describes
i. Describes how performance skills contributed to TEAM. ii. Describes artistic contribution(s) to ensemble intentions.
7–8
Explains
i. Explains how performance skills contributed to TEAM. ii. Explains artistic contribution(s) to ensemble intentions.
C
Effectiveness of individual contributions seen in the video recording
8 marks · Cover sheet and video recordingCiTo what extent do the student's performance skills (body and/or voice) effectively contribute to a moment of TEAM seen in the video recording (as specified in section 2(a) of the report)?
CiiTo what extent do the student's own individual contributions to the artistic development and/or staging as creator, designer and/or director (as specified in section 2(b)) effectively contribute to the ensemble's intentions within the context of the whole video?
1–2
Limited
i. Performance skills make a limited contribution to the TEAM moment. ii. Specified contributions make a limited contribution to ensemble intentions.
3–4
Moderately
i. Performance skills moderately contribute to the TEAM moment. ii. Specified contributions moderately contribute to ensemble intentions.
5–6
Competently
i. Performance skills competently contribute to the TEAM moment. ii. Specified contributions competently contribute to ensemble intentions.
7–8
Effectively
i. Performance skills effectively contribute to the TEAM moment. ii. Specified contributions effectively contribute to ensemble intentions.
Production Proposal
Internal · SL 30% / HL 20% · 20 marksA
Ideas and intentions
8 marks · Production proposalAiTo what extent does the student explain the ideas addressed by the chosen play text, with reference to the play text?
AiiTo what extent does the student explain their intentions for the staging of the entire play?
1–2
Lists
i. Lists the ideas in the play text. ii. Lists intentions for staging the entire play.
3–4
Outlines
i. Outlines the ideas with reference to the play text. ii. Outlines intentions for staging.
5–6
Describes
i. Describes the ideas with reference to the play text. ii. Describes intentions for staging.
7–8
Explains
i. Explains the ideas with reference to the play text. ii. Explains intentions for staging.
B
The proposed design
4 marks · Production proposalBTo what extent does the student present their visual production design ideas with an explanation of how these will be used to achieve their intentions in the staging of the entire play?
1
Lists
Presents visual design ideas with a list of how production elements will be used.
2
Outlines
Presents visual design ideas with an outline of how elements will be used to achieve intentions.
3
Describes
Presents visual design ideas with a description of how elements will be used to achieve intentions.
4
Explains
Presents visual design ideas with an explanation of how elements will be used to achieve intentions.
C
The proposed staging of one moment of the play
8 marks · Production proposalCiTo what extent does the student explain how they would use performance elements to effectively create TEAM in one specific moment they have chosen to stage?
CiiTo what extent does the student explain how they would use production elements to effectively create TEAM in one specific moment they have chosen to stage?
1–2
Lists
i. Lists how performance elements would create TEAM in the chosen moment. ii. Lists how production elements would create TEAM.
3–4
Outlines
i. Outlines how performance elements would create TEAM. ii. Outlines how production elements would create TEAM.
5–6
Describes
i. Describes how performance elements would create TEAM. ii. Describes how production elements would create TEAM.
7–8
Explains
i. Explains how performance elements would effectively create TEAM. ii. Explains how production elements would effectively create TEAM.
Research Presentation
External · SL 30% / HL 20% · 24 marksA
The unfamiliar theatre tradition
8 marks · Video recording and list of sources/resourcesAiWith specific references to their research, to what extent does the student explain the unfamiliar theatre tradition they have chosen to explore?
AiiWith specific references to their research, to what extent does the student explain the performance convention they have chosen to explore?
⚠ Cap at 2: Students who do not select a tradition from the prescribed list will not be awarded a mark higher than 2 in this criterion.
1–2
Lists
i. Lists features of the unfamiliar tradition. ii. Lists features of the performance convention.
3–4
Outlines
i. Outlines the tradition with specific research references. ii. Outlines the convention.
5–6
Describes
i. Describes the tradition with research references. ii. Describes the convention.
7–8
Explains
i. Explains the tradition with research references. ii. Explains the convention.
B
Practical exploration of the performance convention
8 marks · Video recording and list of sources/resourcesBiTo what extent does the student demonstrate their process of practical exploration of the performance convention, in order to develop an understanding through the body and/or voice?
BiiTo what extent does the student physically demonstrate how they have experimented with applying the performance convention to traditional performance material?
1–2
Limited
i. Demonstrates a limited process of practical exploration. ii. Demonstrates limited experimentation, or uses inappropriate material.
3–4
Moderate
i. Moderately demonstrates the exploration process. ii. Moderately demonstrates experimentation with traditional material.
5–6
Competent
i. Competently demonstrates the exploration process. ii. Competently demonstrates experimentation with traditional material.
7–8
Effective
i. Effectively demonstrates the exploration process. ii. Effectively demonstrates experimentation with traditional material.
C
Reflection on learning
8 marks · Video recording and list of sources/resourcesCiTo what extent does the student explain how their practical exploration of the performance convention has contributed to their continuing development as a performer?
CiiTo what extent does the student explain how their inquiry into the chosen theatre tradition has further developed their understanding of theatre in the world?
1–2
Lists
i. Lists how the exploration has contributed to development as a performer. ii. Lists how inquiry has developed understanding of theatre in the world.
3–4
Outlines
i. Outlines how exploration has contributed to development as a performer. ii. Outlines how inquiry has developed world theatre understanding.
5–6
Describes
i. Describes how exploration has contributed to development as a performer. ii. Describes how inquiry has developed world theatre understanding.
7–8
Explains
i. Explains how exploration has contributed to development as a performer. ii. Explains how inquiry has developed world theatre understanding.