What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
In a group with four other people, you will create a 2-5 minute devised drama based on a site of local significance — for example, a local awa. You will perform your drama to an audience.
You will demonstrate whanaungatanga during your process. Whanaungatanga is kaupapa Māori that is key to creative strategies. Promoting whanaungatanga will help you to uphold the mana of the group and the story you are performing, and provide a collaborative path for making your drama.
Your kaiako will observe your group as you work on your devised drama. You will have regular kōrero with your kaiako to reflect on and develop your understanding of how the creative strategies are guiding you and your actions to support the mana of your group.
First: Stimulus — The visit
- Visit the site and share stories of your time there.
- Remember to actively listen to the stories and ideas of others.
- Decide on a shared key idea for your group. Start to think of what the title and key message of the devised drama might be. This will involve sharing ideas, so be sure to accept and contribute ideas while upholding the mana of the group.
Second: Research and gather
You will be visited by local people who can provide information about the history and significance of the site.
- Find at least one other person to interview about their own links to the site.
- Gather different ideas and feelings people have about the site.
- Research how different conventions might be used to emphasise specific elements of drama.
- Your research might include practice-based research, such as physically trying out spaces you have available to you for performing in, or movement or vocal activities.
- Talk with your group about the things you are doing that are helping promote whanaungatanga.
Third: Explore and experiment
Your kaiako will provide you with artefacts, images, and news articles relevant to the site.
- Explore and improvise using elements and conventions of drama to reflect the stories you have shared, the feelings you experienced, and the idea you have chosen.
- Contribute and respond to ideas as you go through this process.
- Reflect on how whanaungatanga is being built in your group and talk with your teacher about the skills you are developing in this respect and what you find difficult in your mahi.
Fourth: Structure
- Use structural conventions to start selecting, structuring, and refining your devised drama. This will involve taking everything you have gathered and selecting a small piece or pieces of dramatic material to create your devised drama.
- Negotiate and extend ideas as you work through the devising process. Keep track of the kōrero you have with your group when you are negotiating ideas so that you can include evidence of the decisions and contributions you have made in the evidence that you will include in your portfolio.
- Refine your title if required. Check that the title and key message of the devised drama have informed your selection of elements and conventions so that you have enhanced the storytelling.
Fifth: Refine and perform
- Refine your choice of elements and conventions within your devised drama. Use ‘outside eye’ processes to get feedback from an audience perspective. You can do this by watching and reflecting on a recorded video of your group performing your devised drama. Another option is to perform your devised drama in front of another group and ask for feedback.
- Extend your use of elements and conventions to reinforce your key idea and emphasise moments to your audience.
- Refine your title, check that the title and key message of the devised drama informed your selection of elements and conventions to enhance expression and storytelling.
- Rehearse your devised drama with your group. It is through this that your group will be able to continuously refine and memorise your lines and roles for your devised drama performance. There is no need for you to write a script.
- Perform your drama at the site, or another suitable performance space, for an audience.
Sixth: Reflection — Collate your portfolio
You will prepare an individual portfolio showing how you have created and refined your devised drama with the use of creative strategies. This individual portfolio can consist of the following:
- Examples of how you demonstrated whanaungatanga during the collaborative process while negotiating and extending ideas.
- Discussion of how you contributed or accepted ideas when selecting elements and conventions to create a coherent devised drama.
- Reflection on:
- the value of whanaungatanga to support collaborative mahi
- how the title and key message of the devised drama informed your selection of elements and conventions to enhance expression and storytelling.
You can provide this evidence using visual, oral, or written reflections (or a combination of these), or in a way that suits your learning style.
In a group with four other people, you will create a 2-5 minute devised drama based on a site of local significance — for example, a local awa. You will perform your drama to an audience.
You will demonstrate whanaungatanga during your process. Whanaungatanga is kaupapa Māori that is key to creative strategies. Promoting whanaungatanga will help you to uphold the mana of the group and the story you are performing, and provide a collaborative path for making your drama.
Your kaiako will observe your group as you work on your devised drama. You will have regular kōrero with your kaiako to reflect on and develop your understanding of how the creative strategies are guiding you and your actions to support the mana of your group.
First: Stimulus — The visit
- Visit the site and share stories of your time there.
- Remember to actively listen to the stories and ideas of others.
- Decide on a shared key idea for your group. Start to think of what the title and key message of the devised drama might be. This will involve sharing ideas, so be sure to accept and contribute ideas while upholding the mana of the group.
Second: Research and gather
You will be visited by local people who can provide information about the history and significance of the site.
- Find at least one other person to interview about their own links to the site.
- Gather different ideas and feelings people have about the site.
- Research how different conventions might be used to emphasise specific elements of drama.
- Your research might include practice-based research, such as physically trying out spaces you have available to you for performing in, or movement or vocal activities.
- Talk with your group about the things you are doing that are helping promote whanaungatanga.
Third: Explore and experiment
Your kaiako will provide you with artefacts, images, and news articles relevant to the site.
- Explore and improvise using elements and conventions of drama to reflect the stories you have shared, the feelings you experienced, and the idea you have chosen.
- Contribute and respond to ideas as you go through this process.
- Reflect on how whanaungatanga is being built in your group and talk with your teacher about the skills you are developing in this respect and what you find difficult in your mahi.
Fourth: Structure
- Use structural conventions to start selecting, structuring, and refining your devised drama. This will involve taking everything you have gathered and selecting a small piece or pieces of dramatic material to create your devised drama.
- Negotiate and extend ideas as you work through the devising process. Keep track of the kōrero you have with your group when you are negotiating ideas so that you can include evidence of the decisions and contributions you have made in the evidence that you will include in your portfolio.
- Refine your title if required. Check that the title and key message of the devised drama have informed your selection of elements and conventions so that you have enhanced the storytelling.
Fifth: Refine and perform
- Refine your choice of elements and conventions within your devised drama. Use ‘outside eye’ processes to get feedback from an audience perspective. You can do this by watching and reflecting on a recorded video of your group performing your devised drama. Another option is to perform your devised drama in front of another group and ask for feedback.
- Extend your use of elements and conventions to reinforce your key idea and emphasise moments to your audience.
- Refine your title, check that the title and key message of the devised drama informed your selection of elements and conventions to enhance expression and storytelling.
- Rehearse your devised drama with your group. It is through this that your group will be able to continuously refine and memorise your lines and roles for your devised drama performance. There is no need for you to write a script.
- Perform your drama at the site, or another suitable performance space, for an audience.
Sixth: Reflection — Collate your portfolio
You will prepare an individual portfolio showing how you have created and refined your devised drama with the use of creative strategies. This individual portfolio can consist of the following:
- Examples of how you demonstrated whanaungatanga during the collaborative process while negotiating and extending ideas.
- Discussion of how you contributed or accepted ideas when selecting elements and conventions to create a coherent devised drama.
- Reflection on:
- the value of whanaungatanga to support collaborative mahi
- how the title and key message of the devised drama informed your selection of elements and conventions to enhance expression and storytelling.
You can provide this evidence using visual, oral, or written reflections (or a combination of these), or in a way that suits your learning style.
How to present your learning
There are two key parts to show your learning for this Achievement Standard. A performance and a portfolio of learning.
- Your performance:
You will present a 2-5 minute performance of a devised drama.
- Your portfolio of learning:
Your kaiako will observe your participation during the process and have regular kōrero with your group. You must collect evidence of your participation in creative strategies as you go through the process of creating and refining your devised drama. You will submit a curated individual portfolio of this collection of evidence.
This can be presented as:
- a selection of gathered material collated into 5-10 slides — this should be of up to 4 minutes in duration and evidence could include:
- teacher observation of kōrero or group discussions
- improvisation work or performance work in progress
- annotated photographs
- wānanga which you have reflected or commented on — this could be oral, written, or visual
or
- a selection of gathered material not exceeding 700 words or 4 minutes.
There are two key parts to show your learning for this Achievement Standard. A performance and a portfolio of learning.
- Your performance:
You will present a 2-5 minute performance of a devised drama.
- Your portfolio of learning:
Your kaiako will observe your participation during the process and have regular kōrero with your group. You must collect evidence of your participation in creative strategies as you go through the process of creating and refining your devised drama. You will submit a curated individual portfolio of this collection of evidence.
This can be presented as:
- a selection of gathered material collated into 5-10 slides — this should be of up to 4 minutes in duration and evidence could include:
- teacher observation of kōrero or group discussions
- improvisation work or performance work in progress
- annotated photographs
- wānanga which you have reflected or commented on — this could be oral, written, or visual
or
- a selection of gathered material not exceeding 700 words or 4 minutes.
Timeframe
Your kaiako will provide the timeframe for this Assessment Activity. Your kaiako will provide you with dates for your check-in kōrero.
Performance date is ________.
Statement submission date is ________.
Your kaiako will provide the timeframe for this Assessment Activity. Your kaiako will provide you with dates for your check-in kōrero.
Performance date is ________.
Statement submission date is ________.
Getting started
With your group, decide on your shared vision or idea for your drama, and how you will draw upon creative strategies promoting whanaungatanga as part of your process. You will discuss and reflect on your connection with your place of local significance by sharing stories of your individual experiences or connection to the site.
Think about:
- whanaungatanga, manaakitanga, and kotahitanga in the way we work together to share our stories and acknowledge mana
- the purpose of storytelling through performance
- how drama elements and conventions are used to shape, structure, and enhance drama
- how you could collect the following material to share what you have learned:
- teacher observation of work in progress — kōrero, negotiation, improvisation, performance, or a combination of these
- discussion that is either filmed, audio-recorded, or written
- annotated photographs placed in a digital folder
- annotated sketches of storyboard information
- audio-visual recordings of work in progress
- recorded wānanga.
With your group, decide on your shared vision or idea for your drama, and how you will draw upon creative strategies promoting whanaungatanga as part of your process. You will discuss and reflect on your connection with your place of local significance by sharing stories of your individual experiences or connection to the site.
Think about:
- whanaungatanga, manaakitanga, and kotahitanga in the way we work together to share our stories and acknowledge mana
- the purpose of storytelling through performance
- how drama elements and conventions are used to shape, structure, and enhance drama
- how you could collect the following material to share what you have learned:
- teacher observation of work in progress — kōrero, negotiation, improvisation, performance, or a combination of these
- discussion that is either filmed, audio-recorded, or written
- annotated photographs placed in a digital folder
- annotated sketches of storyboard information
- audio-visual recordings of work in progress
- recorded wānanga.
Student resources
You will be provided with:
- guest speakers who will help you connect with the history of the site to build your understanding of perspectives around the site’s social, cultural, and historical significance
- visits during class to the site
- any props and costumes that currently exist within the drama department (in consultation with your kaiako).
You will be provided with:
- guest speakers who will help you connect with the history of the site to build your understanding of perspectives around the site’s social, cultural, and historical significance
- visits during class to the site
- any props and costumes that currently exist within the drama department (in consultation with your kaiako).
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- Title: DR 1.2a Student Resource 1
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[ File Resource ]
- Title: DR 1.2a Student Resource 2
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-12/DR%201.2a%20Student%20Resource%202.docx?VersionId=kZcdt.Jw1LYmbNFNo4ft6Q8UdGjx8FKO
- File Extension: docx
- File Size: 66KB
- DR 1.2a Student Resource 2.docx
[ File Resource ]
- Title: DR 1.2a Student Resource 1
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-12/DR%201.2a%20Student%20Resource%201.docx?VersionId=ylU_wfGQdSvKmX_udfHqk8BtubR4iJcG
- File Extension: docx
- File Size: 58KB
- DR 1.2a Student Resource 1.docx
[ File Resource ]
- Title: DR 1.2a Student Resource 2
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-12/DR%201.2a%20Student%20Resource%202.docx?VersionId=kZcdt.Jw1LYmbNFNo4ft6Q8UdGjx8FKO
- File Extension: docx
- File Size: 66KB
- DR 1.2a Student Resource 2.docx
What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
In a group with four other people, you will create a 2-5 minute devised drama based on a site of local significance — for example, a local awa. You will perform your drama to an audience.
You will demonstrate whanaungatanga during your process. Whanaungatanga is kaupapa Māori that is key to creative strategies. Promoting whanaungatanga will help you to uphold the mana of the group and the story you are performing, and provide a collaborative path for making your drama.
Your kaiako will observe your group as you work on your devised drama. You will have regular kōrero with your kaiako to reflect on and develop your understanding of how the creative strategies are guiding you and your actions to support the mana of your group.
First: Stimulus — The visit
- Visit the site and share stories of your time there.
- Remember to actively listen to the stories and ideas of others.
- Decide on a shared key idea for your group. Start to think of what the title and key message of the devised drama might be. This will involve sharing ideas, so be sure to accept and contribute ideas while upholding the mana of the group.
Second: Research and gather
You will be visited by local people who can provide information about the history and significance of the site.
- Find at least one other person to interview about their own links to the site.
- Gather different ideas and feelings people have about the site.
- Research how different conventions might be used to emphasise specific elements of drama.
- Your research might include practice-based research, such as physically trying out spaces you have available to you for performing in, or movement or vocal activities.
- Talk with your group about the things you are doing that are helping promote whanaungatanga.
Third: Explore and experiment
Your kaiako will provide you with artefacts, images, and news articles relevant to the site.
- Explore and improvise using elements and conventions of drama to reflect the stories you have shared, the feelings you experienced, and the idea you have chosen.
- Contribute and respond to ideas as you go through this process.
- Reflect on how whanaungatanga is being built in your group and talk with your teacher about the skills you are developing in this respect and what you find difficult in your mahi.
Fourth: Structure
- Use structural conventions to start selecting, structuring, and refining your devised drama. This will involve taking everything you have gathered and selecting a small piece or pieces of dramatic material to create your devised drama.
- Negotiate and extend ideas as you work through the devising process. Keep track of the kōrero you have with your group when you are negotiating ideas so that you can include evidence of the decisions and contributions you have made in the evidence that you will include in your portfolio.
- Refine your title if required. Check that the title and key message of the devised drama have informed your selection of elements and conventions so that you have enhanced the storytelling.
Fifth: Refine and perform
- Refine your choice of elements and conventions within your devised drama. Use ‘outside eye’ processes to get feedback from an audience perspective. You can do this by watching and reflecting on a recorded video of your group performing your devised drama. Another option is to perform your devised drama in front of another group and ask for feedback.
- Extend your use of elements and conventions to reinforce your key idea and emphasise moments to your audience.
- Refine your title, check that the title and key message of the devised drama informed your selection of elements and conventions to enhance expression and storytelling.
- Rehearse your devised drama with your group. It is through this that your group will be able to continuously refine and memorise your lines and roles for your devised drama performance. There is no need for you to write a script.
- Perform your drama at the site, or another suitable performance space, for an audience.
Sixth: Reflection — Collate your portfolio
You will prepare an individual portfolio showing how you have created and refined your devised drama with the use of creative strategies. This individual portfolio can consist of the following:
- Examples of how you demonstrated whanaungatanga during the collaborative process while negotiating and extending ideas.
- Discussion of how you contributed or accepted ideas when selecting elements and conventions to create a coherent devised drama.
- Reflection on:
- the value of whanaungatanga to support collaborative mahi
- how the title and key message of the devised drama informed your selection of elements and conventions to enhance expression and storytelling.
You can provide this evidence using visual, oral, or written reflections (or a combination of these), or in a way that suits your learning style.
In a group with four other people, you will create a 2-5 minute devised drama based on a site of local significance — for example, a local awa. You will perform your drama to an audience.
You will demonstrate whanaungatanga during your process. Whanaungatanga is kaupapa Māori that is key to creative strategies. Promoting whanaungatanga will help you to uphold the mana of the group and the story you are performing, and provide a collaborative path for making your drama.
Your kaiako will observe your group as you work on your devised drama. You will have regular kōrero with your kaiako to reflect on and develop your understanding of how the creative strategies are guiding you and your actions to support the mana of your group.
First: Stimulus — The visit
- Visit the site and share stories of your time there.
- Remember to actively listen to the stories and ideas of others.
- Decide on a shared key idea for your group. Start to think of what the title and key message of the devised drama might be. This will involve sharing ideas, so be sure to accept and contribute ideas while upholding the mana of the group.
Second: Research and gather
You will be visited by local people who can provide information about the history and significance of the site.
- Find at least one other person to interview about their own links to the site.
- Gather different ideas and feelings people have about the site.
- Research how different conventions might be used to emphasise specific elements of drama.
- Your research might include practice-based research, such as physically trying out spaces you have available to you for performing in, or movement or vocal activities.
- Talk with your group about the things you are doing that are helping promote whanaungatanga.
Third: Explore and experiment
Your kaiako will provide you with artefacts, images, and news articles relevant to the site.
- Explore and improvise using elements and conventions of drama to reflect the stories you have shared, the feelings you experienced, and the idea you have chosen.
- Contribute and respond to ideas as you go through this process.
- Reflect on how whanaungatanga is being built in your group and talk with your teacher about the skills you are developing in this respect and what you find difficult in your mahi.
Fourth: Structure
- Use structural conventions to start selecting, structuring, and refining your devised drama. This will involve taking everything you have gathered and selecting a small piece or pieces of dramatic material to create your devised drama.
- Negotiate and extend ideas as you work through the devising process. Keep track of the kōrero you have with your group when you are negotiating ideas so that you can include evidence of the decisions and contributions you have made in the evidence that you will include in your portfolio.
- Refine your title if required. Check that the title and key message of the devised drama have informed your selection of elements and conventions so that you have enhanced the storytelling.
Fifth: Refine and perform
- Refine your choice of elements and conventions within your devised drama. Use ‘outside eye’ processes to get feedback from an audience perspective. You can do this by watching and reflecting on a recorded video of your group performing your devised drama. Another option is to perform your devised drama in front of another group and ask for feedback.
- Extend your use of elements and conventions to reinforce your key idea and emphasise moments to your audience.
- Refine your title, check that the title and key message of the devised drama informed your selection of elements and conventions to enhance expression and storytelling.
- Rehearse your devised drama with your group. It is through this that your group will be able to continuously refine and memorise your lines and roles for your devised drama performance. There is no need for you to write a script.
- Perform your drama at the site, or another suitable performance space, for an audience.
Sixth: Reflection — Collate your portfolio
You will prepare an individual portfolio showing how you have created and refined your devised drama with the use of creative strategies. This individual portfolio can consist of the following:
- Examples of how you demonstrated whanaungatanga during the collaborative process while negotiating and extending ideas.
- Discussion of how you contributed or accepted ideas when selecting elements and conventions to create a coherent devised drama.
- Reflection on:
- the value of whanaungatanga to support collaborative mahi
- how the title and key message of the devised drama informed your selection of elements and conventions to enhance expression and storytelling.
You can provide this evidence using visual, oral, or written reflections (or a combination of these), or in a way that suits your learning style.
How to present your learning
There are two key parts to show your learning for this Achievement Standard. A performance and a portfolio of learning.
- Your performance:
You will present a 2-5 minute performance of a devised drama.
- Your portfolio of learning:
Your kaiako will observe your participation during the process and have regular kōrero with your group. You must collect evidence of your participation in creative strategies as you go through the process of creating and refining your devised drama. You will submit a curated individual portfolio of this collection of evidence.
This can be presented as:
- a selection of gathered material collated into 5-10 slides — this should be of up to 4 minutes in duration and evidence could include:
- teacher observation of kōrero or group discussions
- improvisation work or performance work in progress
- annotated photographs
- wānanga which you have reflected or commented on — this could be oral, written, or visual
or
- a selection of gathered material not exceeding 700 words or 4 minutes.
There are two key parts to show your learning for this Achievement Standard. A performance and a portfolio of learning.
- Your performance:
You will present a 2-5 minute performance of a devised drama.
- Your portfolio of learning:
Your kaiako will observe your participation during the process and have regular kōrero with your group. You must collect evidence of your participation in creative strategies as you go through the process of creating and refining your devised drama. You will submit a curated individual portfolio of this collection of evidence.
This can be presented as:
- a selection of gathered material collated into 5-10 slides — this should be of up to 4 minutes in duration and evidence could include:
- teacher observation of kōrero or group discussions
- improvisation work or performance work in progress
- annotated photographs
- wānanga which you have reflected or commented on — this could be oral, written, or visual
or
- a selection of gathered material not exceeding 700 words or 4 minutes.
Timeframe
Your kaiako will provide the timeframe for this Assessment Activity. Your kaiako will provide you with dates for your check-in kōrero.
Performance date is ________.
Statement submission date is ________.
Your kaiako will provide the timeframe for this Assessment Activity. Your kaiako will provide you with dates for your check-in kōrero.
Performance date is ________.
Statement submission date is ________.
Getting started
With your group, decide on your shared vision or idea for your drama, and how you will draw upon creative strategies promoting whanaungatanga as part of your process. You will discuss and reflect on your connection with your place of local significance by sharing stories of your individual experiences or connection to the site.
Think about:
- whanaungatanga, manaakitanga, and kotahitanga in the way we work together to share our stories and acknowledge mana
- the purpose of storytelling through performance
- how drama elements and conventions are used to shape, structure, and enhance drama
- how you could collect the following material to share what you have learned:
- teacher observation of work in progress — kōrero, negotiation, improvisation, performance, or a combination of these
- discussion that is either filmed, audio-recorded, or written
- annotated photographs placed in a digital folder
- annotated sketches of storyboard information
- audio-visual recordings of work in progress
- recorded wānanga.
With your group, decide on your shared vision or idea for your drama, and how you will draw upon creative strategies promoting whanaungatanga as part of your process. You will discuss and reflect on your connection with your place of local significance by sharing stories of your individual experiences or connection to the site.
Think about:
- whanaungatanga, manaakitanga, and kotahitanga in the way we work together to share our stories and acknowledge mana
- the purpose of storytelling through performance
- how drama elements and conventions are used to shape, structure, and enhance drama
- how you could collect the following material to share what you have learned:
- teacher observation of work in progress — kōrero, negotiation, improvisation, performance, or a combination of these
- discussion that is either filmed, audio-recorded, or written
- annotated photographs placed in a digital folder
- annotated sketches of storyboard information
- audio-visual recordings of work in progress
- recorded wānanga.
Student resources
You will be provided with:
- guest speakers who will help you connect with the history of the site to build your understanding of perspectives around the site’s social, cultural, and historical significance
- visits during class to the site
- any props and costumes that currently exist within the drama department (in consultation with your kaiako).
You will be provided with:
- guest speakers who will help you connect with the history of the site to build your understanding of perspectives around the site’s social, cultural, and historical significance
- visits during class to the site
- any props and costumes that currently exist within the drama department (in consultation with your kaiako).
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[ File Resource ]
- Title: DR 1.2a Student Resource 1
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-12/DR%201.2a%20Student%20Resource%201.docx?VersionId=ylU_wfGQdSvKmX_udfHqk8BtubR4iJcG
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[ File Resource ]
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