Report to teachers on the theatre curriculum review - June 2012 Background The theatre curriculum review process to date

has included four meetings over a three-year period in order to review the current course and subject guide. The process includes the careful consideration of any necessary developments to the programme and if necessary, will result in a revised guide for teaching in 2014 and with first assessment in 2016. Prior to the first meeting, a consultation process was conducted which included detailed input from teachers on the OCC, examiners, practitioners, academics and consultants. This was broad and represented a geographically diverse range of opinions from all IB regions. Academics and consultants included professional theatre practitioners and those from universities and postsecondary drama schools. This report was thorough and documented all feedback, as well as recommendations. Though there was a positive response in regards to the current course, the consultation process drew particular attention to the following areas for consideration: The flexibility and non-prescriptive nature of the course The quantity and complexity of language in the subject guide Student workload: including expectations and differentiation between HL and SL Articulation between components and assessment tasks The assessment of practical work and performance The intention and assessment of the TPPP (Theatre Performance and Production Presentation) Assessment criteria: in particular, consistency and requirements fully represented

The aims of the review A year and a half into the curriculum review process, the review committee published some potential curriculum developments on the OCC for teacher feedback. Based on the various stages and participants during the curriculum review process, the committee outlined the following aims: To maintain the successful elements and the spirit of the current programme; in particular the non-prescriptive nature of course content whilst outlining clearly and succinctly course components and assessment tasks To reduce and simplify the wording in the Subject Guide so that requirements are consistent and clear To address concerns raised by teachers and schools regarding the heavy workload of the course and address the differentiation between HL and SL To show clear articulation between course components, assessment tasks and the assessment criteria To encourage and develop the practical nature of the course To review the nature and format of the assessment tasks which involves clear and consistent assessment criteria Take into consideration feedback from universities and drama schools

The Recommendations In preparing recommendations, an attempt has been made to maintain the spirit of the present course and assessment tasks, while also addressing the challenges faced by candidates and teachers as well as the extensive feedback received during the process. Based on the consultation process and subsequent updates on the OCC, everyone will already be aware that after the first review meeting it was decided that the TPPP would be removed as an assessment task.

It is important to bear in mind that the Review is still underway and that these proposals are still being discussed and developed. There are also certain IB regulations, requirements and procedures which must also be taken into consideration and which effect the nature of the review and what is possible in the adjustments made to the course.

The Components The recommendation is that the titles of the three components will be changed to: Theatre in Context Theatre Processes Presenting Theatre

The Assessment Tasks The course will consist of three assessment tasks which are common to both SL and HL, with different weighting for each level but without any additional requirements for HL students. There will be an additional assessment task for HL. The three assessment tasks for both SL and HL are: A presentation of practical explorations and research into an unfamiliar practice from the perspective of the performer. A director's notebook with accompanying pitch presenting a directorial concept/vision for the production of a published play text. The collaborative creation and production of an original 7-15 minute piece of theatre based on a stimulus (NOT a play text). The piece must be created by students in collaboration but students will then be required to choose one of the following areas as their focus: director, performer or designer (set and costumes OR lights and sound). The piece must be presented to a live audience. It will be assessed through a process journal, which reflects on the making of the piece, the nature of collaboration and the student's contribution to the creation and presentation of the piece. In addition students will submit an unedited video of 5 minutes of continuous action from the created piece, which will be accompanied by a short commentary serving as a 'guide to watching' for the viewer. This will provide an insight into why particular artistic choices were made by the individual student in his/her chosen area.

The additional assessment task at HL only is: Plan, deliver and evaluate a practical workshop introducing a group of participants (e.g. peers/ younger students/ community members etc) to a theatre theorist of the students choice.

Assessment Criteria The assessment criteria for each assessment task have been designed to ensure articulation between core components and task requirements. In all tasks students will be required to address the context of their work, their processes and the presentation of theatre.