AS Breakdown of Grades & Achievement required

Below is the Results Plus Diagram of your achievements in Unit 2 Practical

For further info on understanding grades follow link - Unit 2 Grades Explained

A1 - Vocal in Mono/Duo

A2 - Movement in Mono/Duo

A3 - Characterisation in Mono/Duo

A4 - Written Performance Concept in Mono/Duo

B1 - Vocal Skills in Group Performance

B2 - Movement Skills in Group Performance

B3 - Characterisation Skills in Group Performance

B4 - Communication Skills in Group Performance

OVERALL so far you have achieved a ...

6DR01 (Written) Exploration of Drama and Theatre - C

6DR02 (Practical) Theatre Text in Performance - D

Overall =High Grade D

The orange box below contains two specifically tailored tables generated based on your UMS Point score.

The top table shows how many UMS points you needed to gain the next grade at AS.

The bottom table shows how many UMS points required to gain each of the A2 Grades.

UMS Grade Boundaries for A2 Drama & Theatre Studies

29th November

Today we made the dialogue scene to put inbetween the marching piece and '9 till 5'. The way we did this was that we had a rough idea of what we wanted to achieve and what we wanted to happen and then mostly improvised it, tweaking something if it wasn't quite right like a piece of dialogue James said that Chelsea suggested he say something else and it stuck. The reason we worked on the dialogue scene was because we didn't have any scenes that weren't movement based and we really felt like we needed it so that we can now focus more on our characters. After we had been over this a few times we then went through the marching scene and straight into the dialogue and then into '9 till 5' so we could see if and how it flowed and luckily it did. 

Milestone Evaluation

A2 Drama & Theatre Studies

Zach - Following your challenge week appointment. Please ensure that you have checked your Markbook to monitor ongoing progress.
Your targets were....

• to ensure that your blog accurately reflects your effective practical input and supports your final SWED document.
• to include detailed examples from the lessons to ensure that your input into the performance is recognised and the influence of decisions made along the way tracked clearly, enabling you to better reflect in your Performance Evaluation.
• To ensure the balance of dialogue and movement are maintained..

Research & Exploration (SWED Work in Blog) working grade - E

Development & Structure (Practical Contribution)working grade - B

*If you continue working at the current level you will maintain your grade. If you follow your targets and develop both your written and practical work you will reach the next grade by the conclusion of the project.

Green - Working Grade

Red - Specific focus needed to gain higher grade.

AO1Research and Exploration

Students demonstrate outstanding depth of research that is far-reaching and comprehensive. It is clear how the research has directly influenced performance outcomes and practice for both self and others.   13-15 Students demonstrate an excellent depth of research that has produced a significant range of influence on performance outcomesand practice for self and others. 10-12 Students demonstrate a good depth of research that has produced a small range of influence on performance outcomes and practice for self and others. 7-9 Students demonstrate an adequate depth of research that has had some impact on performance outcomes and practice for self. 4-6 Students demonstrate a limited range of research that shows superficial understanding of the material and purpose of their enquiry. Research activity has had no impact on performance outcomes or practice. 0-3

AO1Development and Structure

Students demonstrate an outstanding involvement in the developmental process with a creative and imaginative input that has a far reaching benefit to both their own work and the work of others. 13-15 Students demonstrate an excellent involvement in the developmental process with a creative and imaginative input that fully benefits both their own work and the work of others. 10-12 Students demonstrate a good involvement in the developmental process with a creative and imaginative input that benefits their own work and some of the work of others. 7-9 Students demonstrate an adequate involvement in the developmental process with a creative and imaginative input that impacts on their own work but has little impact on the work of others. 4-6 Students demonstrate a limited involvement in the developmental process. They incline towards accepting creative ideas made by others with little understanding or appreciation of its relevance to the intended performance. 0-3

18th October

In this lesson we started working on movement pieces. We started on my characters story and came up with our first piece which helped as our starting point really. It helped to establish the sort of tone we wanted and the kind of movents we would use later on. My contribution in that lesson was to make it more Frantic-esque and to make it less predictable and we should individually do a little work out warm up. At this stage it meant that we could continue with movement in the following weeks and add and tweak things in this piece.
We first started by using the wheely chair and did some movement based around that. We were aiming to make it look quite like a routine but also as random and sporadic as possible. I'm not really sure what tone we want at this point but it certainly isn't something too dark or comical it sits somewhere in between for now. I don't think we know the tone yet because we are still working on the story and I think once we've figured out where it is going then we'll be able to find the tone. The movements we are using are quite routine-like and strict almost, but with more frantic elements thrown in. We are using routine movements to show the strict environment the characters are in in Paradise. From Frantic I would expect random and unpredictable movements and minimal dialogue throughout most of the performance. We are using some random movements however I do think we need to make it more unpredictable and that was part of the feedback we got from our teacher. I think so far the movements we've got are working for our piece because of some of the repitition reflecting on the routines of Paradise. I think the feedback we've had so far has been fair and I agree with it, I also don't think it'll be too much of a problem to adapt our pieces to fit it.

1st November

Today we kept running through the dance routines we already have to get to grips with our places at certain points in it and to remind ourselves of the routines we did earlier in the process. We also added the bed duet for the last scenes with dialogue. It was important that we added the bed duet because it now means we know where the play ends up and how to end it, it is just getting to that point now.

13th November

Today we looked at the lighting we could use for some of our scenes. We went through one dance piece using the possible lighting and it worked quite well. It was good to be able to see the posibilities and see what our options are so we have an idea a couple of months prior to the actual performance. I think that when rehearsing lighting a more physical scene the main difference is that you really get a sense of the tone and it adds another layer to it and you get a sense of the movement. We were aiming for an almost surreal sense to it when doing the lighting adding in greens and reds.  I suggested that we use a blue gel for a spotlight during the coffee scene when Lauren appears advertising the new winner for Paradise. We are not sure how she will appear yet but it will be as a hologram to let people know that this is set in the future. I don't think this will have a massive effect on the characters in the scene because it is quite a regular thing for them to experience.

8th November

In this lesson we divised a new dance piece for my character's every day to day life. We chose a remix of Dolly Parton's '5 till 9' as we thought it was fitting for the office job he has. It was important we got this done so we knew the kind of life he leaded before he was taken to the Paradise and so we had one of the first pieces mapped out. We are now at a stage where we can start thinkig about lighting for some of our pieces.