Purpose
Achievement Criteria
Explanatory Note 1
Participate in creative strategies to create a drama involves:
- demonstrating active involvement in a devising process
- using elements and conventions to create a devised drama.
Apply creative strategies to create a drama involves:
- contributing and responding to ideas in a devising process
- experimenting with, and selecting, elements and conventions to shape a devised drama.
Refine the use of creative strategies to create a drama involves:
- negotiating and extending ideas in a devising process
- extending the use of elements and conventions to create a coherent devised drama.
Explanatory Note 2
As part of the evidence provided, students must demonstrate whanaungatanga through the use of creative strategies that support the devising of drama.
Whanaungatanga promotes ways of working collaboratively that can be directly applied to the selection and use of creative strategies. It is about relationship, kinship, and a sense of belonging.
Creative strategies are practices and processes that include communication and collaboration between creators and performers, where ideas can be safely voiced and negotiated in order to achieve a shared vision in devising a drama.
Creative strategies also include the selection of elements, conventions, and technologies used to structure a drama.
Explanatory Note 3
For the purpose of this achievement standard, students will need to participate in a drama performance that involves engaging with a range of drama components to connect with an audience.
An audience can include:
- a teacher
- a class group
- family and friends or the wider community.
Explanatory Note 4
Drama elements are the aspects of drama, and may include:
- role
- time
- place
- situation
- action
- tension
- focus
- mood
- symbol.
Drama conventions are established ways of working that are used to explore meaning, provoke thought, develop characters, or deepen audience engagement. They are specific actions or techniques that the performer or creator has employed to create a desired effect. In Drama this can include process conventions, such as hot seating and visualisation, and performance conventions, such as still image and narration.
Explanatory Note 5
Devise means to create a drama in an active, improvisational process. Development occurs through an ongoing cycle that involves practical experimentation rather than a scripting process.
The devising process involves participating in creative strategies, such as:
- discussion and improvisation
- exploration and experimentation of elements and conventions
- selection and rejection
- structuring and sequencing
- reflecting and refining
- developing the key message and title of the drama.
Shared Explanatory Note
Refer to the NCEA glossary for Māori, Pacific, and further subject-specific terms and concepts.
This achievement standard is derived from the Arts Learning Area at Level 6 of The New Zealand Curriculum: Learning Media, Ministry of Education, 2007.
Conditions of Assessment
Evidence for this Achievement Standard will be participation in creative strategies during the devising process to create a drama.
Assessors should ensure student evidence at any achievement level includes how whanaungatanga has been promoted during the devising process.
Assessor involvement during the assessment event is limited to:
- providing students with a stimulus for devising
- providing observations to students.
The devising process must be student-led without assessor feedforward to guide it.
Assessors should not provide any further feedforward advice, guidance, or instruction.
Submissions should consist of:
- the devised drama, which will be presented as a 2-5 minute live performance
- a portfolio of evidence collected over time, including the title and key message of the drama:
- The portfolio can include physical demonstrations, visual images, audio-visual recordings of student progress, written or oral statements, notes, or assessor observations.
- This must be student-led but can include annotations of assessor observation of the student’s participation in creative strategies in the devising process.
Suggested time and word limits for the portfolio are:
- a written reflection (up to 700 words)
- a recorded response or self-recorded video (up to 4 mins).
Evidence must be submitted individually and, where appropriate, show individual participation in a group context.
Evidence may be submitted in a number of ways and must include both evidence of the devised drama and an accompanying portfolio.
Evidence of participating in the devised drama should be presented as a filmed recording of a performance.
Evidence of reflection may be presented by the student in a range of forms, including:
- annotated visual information
- oral presentation
- physical demonstration accompanied by verbal or written explanation
- written information
- digital formats
- audio and visual recordings
- in-class presentation.
Students may not use the evidence submitted as their reflection for this Achievement Standard as evidence for Achievement Standard 1.4 (Respond to a drama performance). Students may, however, use their performance for this Achievement Standard as the context for discussion in Achievement Standard 1.4 with their assessor’s approval.
Assessors should ensure the outcome is appropriate for Level 6 of The New Zealand Curriculum.
Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.
Useful Pages
Unpacking the Standard
Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.
We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.
Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.
We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.
The intent of the Standard
Ākonga will demonstrate their ability to participate in, and contribute to, a collaborative creative process. This involves ways of working that promote whanaungatanga, where meaning in performance is created. Ākonga will show that they can contribute to an effective and compassionate group culture that encourages whanaungatanga and the strategic use of the relationships they build with each other to develop an ensemble.
Through the devising process, ākonga will investigate, explore, and practise different ways of creating and structuring drama through using:
- linear, thematic, cyclical, episodic, or non-narrative storytelling
- the elements of drama (role, place, time, situation, action, tension, mood, contrast, focus, and symbol)
- a range of dramatic conventions to develop characters and deepen the audience’s engagement
- production technologies (such as lighting, sound, digital projection, properties, makeup, costumes, the set etc) to enhance mood and settings (place and time)
- characters and situations brought to life in an imagined world
- ways of creating drama from a diverse range of cultures and perspectives – this may include perspectives or practices found within te ao Māori (Te Kore, Te Pō, and Te Ao Mārama) and Pacific cultures beyond Aotearoa New Zealand, as well as diverse groups such as deaf and Rainbow communities.
Ākonga will demonstrate ability to give and receive feedback, explore different ideas, and translate those ideas into a piece of dramatic work. In order to devise drama, ākonga will need to participate in discussion to select or develop shared kaupapa for their group and a shared artistic vision for their work.
Making reliable judgements
Ākonga will experiment with elements and conventions to communicate dramatic meaning. They will need to identify and select ideas that strongly support the drama, and let go of those that don’t.
The devising process they participate in must be undertaken in a way that incorporates and promotes whanaungatanga to realise the shared vision of the drama, and create meaning through the performance. Ākonga will need to refine the shared vision throughout the devising process.
Drama elements are the key ingredients of drama, including role, time, place, action, tension, mood, and focus.
Drama conventions consist of process conventions and performance conventions.
Drama process conventions include:
- actioning
- hot-seating
- visualisation.
Drama performance (structural) conventions include:
- aside or direct address
- entrances and exits
- flashback and flashforward
- narration
- physical and vocal chorus
- slow motion
- soundscape
- split focus
- split stage
- spoken thoughts
- stage directions
- still image
- telephone conversations.
Each ākonga is required to show individual evidence of how they have used creative strategies to create a drama. This can be captured through written or oral observations, or recordings of kōrero during the devising process. This includes how ākonga may have used creative strategies to overcome blocks or obstacles, such as group dynamics, regardless of the outcome.
When demonstrating deeper understanding of creative strategies, to ‘shape’ a devised drama involves creating relationships between ideas during the devising process. ‘Shaping’ is the editing phase of the devising process, where ākonga are finding ways of combining and complementing ideas to enhance and give form to the drama.
When demonstrating high-level thinking, ‘extending the use of elements and conventions’ involves building and reinforcing ideas that compliment each other. It demonstrates depth and sophistication in understanding of the selected elements and conventions used in the performance. This includes the ability to integrate the selected elements in a way that provides deeper understanding or accessibility for the audience.
Furthermore, in the context of high-level thinking, ‘coherent’ can be understood as the synergy of relationships between the selected elements and conventions, and the way they create the theme of the performance. A coherent performance delves deeper into the context and ideas of the drama and challenges the audience to reflect on them.
Collecting evidence
The internal mode of assessment for this Achievement Standard allows for the collection of evidence over a period of time, as the creative process takes place.
While kaiako observation can form part of the evidence of ākonga reflection, it is intended that this is limited to what the kaiako is observing. The devising process must be ākonga-led without kaiako feedforward to guide it.
Possible contexts
Ākonga should be encouraged to draw from their local contexts and the knowledges and skills they bring with them, recognising and celebrating their diverse backgrounds and past experiences. They are encouraged to explore a sense of who they are through the drama they devise.
Kaiako should ensure that the chosen context provides opportunities for being safely framed so that ākonga wellbeing is ensured. Promoting whanaungatanga will help ākonga to uphold and nurture their relationships with one another, supporting a positive and cooperative devising process. It will encourage ākonga to practise empathy and awareness towards their peers when developing and refining their devised drama. Ākonga will be assessed for their contributions individually.
The intent of the Standard
Ākonga will demonstrate their ability to participate in, and contribute to, a collaborative creative process. This involves ways of working that promote whanaungatanga, where meaning in performance is created. Ākonga will show that they can contribute to an effective and compassionate group culture that encourages whanaungatanga and the strategic use of the relationships they build with each other to develop an ensemble.
Through the devising process, ākonga will investigate, explore, and practise different ways of creating and structuring drama through using:
- linear, thematic, cyclical, episodic, or non-narrative storytelling
- the elements of drama (role, place, time, situation, action, tension, mood, contrast, focus, and symbol)
- a range of dramatic conventions to develop characters and deepen the audience’s engagement
- production technologies (such as lighting, sound, digital projection, properties, makeup, costumes, the set etc) to enhance mood and settings (place and time)
- characters and situations brought to life in an imagined world
- ways of creating drama from a diverse range of cultures and perspectives – this may include perspectives or practices found within te ao Māori (Te Kore, Te Pō, and Te Ao Mārama) and Pacific cultures beyond Aotearoa New Zealand, as well as diverse groups such as deaf and Rainbow communities.
Ākonga will demonstrate ability to give and receive feedback, explore different ideas, and translate those ideas into a piece of dramatic work. In order to devise drama, ākonga will need to participate in discussion to select or develop shared kaupapa for their group and a shared artistic vision for their work.
Making reliable judgements
Ākonga will experiment with elements and conventions to communicate dramatic meaning. They will need to identify and select ideas that strongly support the drama, and let go of those that don’t.
The devising process they participate in must be undertaken in a way that incorporates and promotes whanaungatanga to realise the shared vision of the drama, and create meaning through the performance. Ākonga will need to refine the shared vision throughout the devising process.
Drama elements are the key ingredients of drama, including role, time, place, action, tension, mood, and focus.
Drama conventions consist of process conventions and performance conventions.
Drama process conventions include:
- actioning
- hot-seating
- visualisation.
Drama performance (structural) conventions include:
- aside or direct address
- entrances and exits
- flashback and flashforward
- narration
- physical and vocal chorus
- slow motion
- soundscape
- split focus
- split stage
- spoken thoughts
- stage directions
- still image
- telephone conversations.
Each ākonga is required to show individual evidence of how they have used creative strategies to create a drama. This can be captured through written or oral observations, or recordings of kōrero during the devising process. This includes how ākonga may have used creative strategies to overcome blocks or obstacles, such as group dynamics, regardless of the outcome.
When demonstrating deeper understanding of creative strategies, to ‘shape’ a devised drama involves creating relationships between ideas during the devising process. ‘Shaping’ is the editing phase of the devising process, where ākonga are finding ways of combining and complementing ideas to enhance and give form to the drama.
When demonstrating high-level thinking, ‘extending the use of elements and conventions’ involves building and reinforcing ideas that compliment each other. It demonstrates depth and sophistication in understanding of the selected elements and conventions used in the performance. This includes the ability to integrate the selected elements in a way that provides deeper understanding or accessibility for the audience.
Furthermore, in the context of high-level thinking, ‘coherent’ can be understood as the synergy of relationships between the selected elements and conventions, and the way they create the theme of the performance. A coherent performance delves deeper into the context and ideas of the drama and challenges the audience to reflect on them.
Collecting evidence
The internal mode of assessment for this Achievement Standard allows for the collection of evidence over a period of time, as the creative process takes place.
While kaiako observation can form part of the evidence of ākonga reflection, it is intended that this is limited to what the kaiako is observing. The devising process must be ākonga-led without kaiako feedforward to guide it.
Possible contexts
Ākonga should be encouraged to draw from their local contexts and the knowledges and skills they bring with them, recognising and celebrating their diverse backgrounds and past experiences. They are encouraged to explore a sense of who they are through the drama they devise.
Kaiako should ensure that the chosen context provides opportunities for being safely framed so that ākonga wellbeing is ensured. Promoting whanaungatanga will help ākonga to uphold and nurture their relationships with one another, supporting a positive and cooperative devising process. It will encourage ākonga to practise empathy and awareness towards their peers when developing and refining their devised drama. Ākonga will be assessed for their contributions individually.
Standard Exclusions
This Standard has one or more exclusions, or Standards that assess the same or similar learning. These Standards are excluded against one another to prevent assessing the same learning twice. You can only use credits gained from one of these standards towards your NCEA qualification.
Find out more about the NCEA Level 1 Exclusions List.
Standard Exclusions
This Standard has one or more exclusions, or Standards that assess the same or similar learning. These Standards are excluded against one another to prevent assessing the same learning twice. You can only use credits gained from one of these standards towards your NCEA qualification.
Find out more about the NCEA Level 1 Exclusions List.