GRADE 9/10 THEATRE 1 COLLOBRATIVE PROJECT

Collaborative Project.

The task:

Students collaboratively create and present an original piece of theatre

(lasting 5-10 minutes) to a specified target audience from a starting point
selected by the ensemble. Students submit a process portfolio (10-12 pages
maximum), which documents:
• their own individual approaches and skills. (Criterion A) L.T 1
• the exploration of the starting point as selected by the ensemble once
they have identified a target audience. (Criterion B) L.T 2a and 2b.
• the nature of the collaboration. (Criterion C) L.T 3a. and 3b.
• the student’s individual contribution to the creation and presentation
of the piece of theatre. The student submits a video recording (4
minutes maximum) in support of the process portfolio, which the
student selects from the unedited video recording of the created piece.
(Criterion D) L.T 4a and 4b.

Perspective—all students approach this task in the role of collaborative

creators of original theatre within an ensemble.

Aim—the aim of this task is for students to:

• participate in the collaborative process of creating an original theatre piece
for presentation
• examine and research processes of collaboratively creating original pieces
of theatre
• examine their own approaches, interests and skills
• analyse their own contributions to the collaborative process of creating,
developing and staging a piece of original theatre
• analyse their artistic choices and evaluating the extent to which the piece
fulfilled its intentions and the extent to which it achieved its impact on the
audience
Understandings—through this exploration students will understand:
• the importance of research to inspire and develop an original theatre piece
from a starting point.
• the importance of research to inspire and develop an original theatre piece
from a starting point
• the nature of collaboration in theatre
• the artistic processes and skills necessary to collaboratively create original
theatre and how these are
realized in production
• the impact of their individual contributions and artistic choices
• ways of capturing audience responses

Collaborative project Marks Total

A Theatre in context: The personal context. 8 Mastery

L.T. 1. I can explain my own personal interest,
approaches and skills within the context of creating
theatre prior to forming an ensemble.
B Theatre in context: The formation of the group and 8 Proficient
exploration of the starting point (including target
audience and intentions for the proposed piece).
L.T. 2a. I can explain the process involved in forming the
collaborative group (with knowledge gained from my
own personal context and research into devising
techniques)?
L.T. 2b.
• I can explain how the ensemble chose and explored the
starting point (through theoretical and/or practical
activities), and how we identified the target audience and
artistic intentions for the proposed original theatre piece.

C Theatre processes: The student’s own specific 8 Partially

contributions to the collaborative process and the Proficient
development of the piece.
L.T. 3a I can explain my own specific contributions to
the collaborative process.
L.T.3b. I can explain the process by which the group
practically developed, structured and prepared the
original piece for presentation.

D Presenting theatre: The student’s artistic choices in the 8

specific moment(s) of the theatre seen in the video and
evaluation of the whole theatre piece.
L.T. 4a I can explain my artistic choices made in the
specific moment(s) of theatre seen in the selected video
recording.
L.T. 4b. I can evaluate the presentation of the original 5-
10 minute theatre piece, explaining the extent to which
the piece fulfilled its intentions and the impact it had on
 the audience (making reference to the audience’s
responses from the feedback session).

Criteria

A. Theatre in context: The personal context and research into a professional

company
Evidence: process portfolio
• To what extent does the student explain their own personal context in
theatre (which may include their own approaches, interests and/or skills in
theatre), prior to forming a collaborative group?

Criteria A L.T 1

Mark Descriptor
0 The work does not reach a standard described by the descriptors Beginning
below.
1-2 This work is limited: Developing
• the student lists their own personal context in theatre (which
may include approaches, interests and/or skills in theatre). The
work is limited in scope and contains mainly irrelevant or
superfluous information
3-4 This work is underdeveloped: Partially
• the student outlines their own personal context in theatre Proficient
(which may include approaches, interests and/or skills in
theatre). The work is underdeveloped
5-6 This work is good: Proficient
• the student describes their own personal context in theatre
(which may include approaches, interests and/or skills in
theatre). The work is appropriate
7-8 This work is excellent: Mastery
• the student explains their own personal context in theatre
(which may include approaches, interests and/or skills in
theatre). The work is detailed, appropriate and relevant

B. Theatre in context: The formation of the group and exploration of the

starting point (including target audience and intentions for the proposed
piece)
Evidence: process portfolio
• To what extent does the student explain the process involved in forming
the collaborative group (with knowledge gained from their own personal
context and research into devising techniques)?
• To what extent does the student explain how the ensemble chose and
explored the starting point (through theoretical and/or practical activities),
and how they identified target audience and artistic intentions for the
proposed original theatre piece?

Criterion B. L.T 2a and 2b.

Mark Descriptor.
0 The work does not reach a standard described by the descriptors Beginning
below.
1-2 This work is limited: Developing
• the student lists the process of forming the collaborative group.
The work is limited in scope and contains mainly irrelevant
information
• the student lists how the ensemble chose and explored the starting
point, with
little consideration of how they identified target audience or artistic
intentions for the proposed original theatre piece.
3-4 This work is underdeveloped: Partially
• the student outlines the process of forming the collaborative Proficient
group. The work is underdeveloped
• the student outlines how the ensemble collaboratively chose and
explored the starting point with some consideration of how they
identified the target audience and artistic intentions for the
proposed original theatre piece.
5-6 This work is good: Proficient
• the student describes the process of forming the collaborative
group. The work is appropriate
• the student describes how and why the ensemble collaboratively
chose and explored the starting point and how they identified target
audience and artistic intentions for the proposed original theatre
piece.
7-8 This work is excellent: Mastery
• the student explains the process of forming the collaborative
group. The work is detailed, appropriate and relevant
• the student explains how and why the ensemble collaboratively
 chose and explored the starting point, with clear consideration of
how they identified the target audience and artistic intentions for
the proposed original theatre piece.

C. Theatre processes: The student’s own specific contributions to the

collaborative process and the development of the piece
Evidence: process portfolio
• To what extent does the student explain their own specific contributions to
the collaborative process?
• To what extent does the student explain the process by which the group
practically developed, structured and prepared the original piece for
presentation?

Criterion C. L.T 3a and 3b.

Mark Descriptor
0 The work does not reach a standard described by the descriptors Beginning
below.
1-2 This work is limited: Developing
• the student lists their own specific contributions to the
collaborative process. The work is limited in scope and contains
mainly irrelevant or superfluous information
• the student lists the process by which the group practically
developed and
prepared the original piece for presentation.
3-4 This work is underdeveloped: Partially
• the student outlines their own specific contributions to the Proficient
collaborative process.
This is underdeveloped
• the student outlines the process by which the group practically
developed and prepared the original piece for presentation.
5-6 This work is good: Proficient
• the student describes their own specific contributions to the
collaborative process
• the student describes the process by which the group practically
developed,
structured and prepared the original piece for presentation.
7-8 This work is excellent: Mastery
• the student explains their own specific contributions to the
collaborative process
 • the student clearly explains the process by which the group
practically developed, structured and prepared the original piece
for presentation.

D. Presenting theatre: The student’s artistic choices in the specific

moment(s) of theatre seen in the video and evaluation of the whole theatre
piece.
Evidence: process portfolio and video recording
• To what extent does the student explain their artistic choices made in the
specific moment(s) of theatre seen in the selected video recording?
• To what extent does the student evaluate the presentation of the original
13–15 minute theatre piece, explaining the extent to which the piece fulfilled
its intentions and the impact it had on the audience (making reference to the
audience’s responses during the talkback)?

Criterion D. L.T 4a and 4b.

Mark Descriptor
0 The work does not reach a standard described by the descriptors Beginning
below.
1-2 This work is limited: Developing
• the student lists the ways in which their own specific artistic
choices were made as evidenced in the selected video recording
• the student provides a limited evaluation of the presentation of the
original piece, listing ways in which the piece fulfilled its intentions
and the extent to which it achieved its impact on the audience. The
work is superficial or inconsistent.
3-4 This work is underdeveloped: Partially
• the student outlines their own specific artistic choices made in the Proficient
specific moment(s) of theatre seen in the selected video recording.
• the student provides an underdeveloped evaluation of the
presentation of the original piece, outlining how the piece fulfilled
its intentions and the extent to which it achieved its impact on the
audience with some reference to the audience’s responses.
5-6 This work is good: Proficient
• the student describes their own specific artistic choices made in
the specific moment(s) of theatre seen in the selected video
recording.
• the student provides an adequate evaluation of the presentation of
the original piece, describing how the piece fulfilled its intentions
 and the extent to which it achieved its impact on the audience with
reference to the audience’s responses.
7-8 This work is excellent: Mastery
• the student explains their own specific artistic choices made in the
specific moment(s) of theatre seen in the selected video recording.
• the student provides a thorough and discerning evaluation of the
presentation of the original piece, explaining how the piece fulfilled
its intentions and the extent to which it achieved its impact on the
audience with close reference to the audience’s responses.

ACTION VERBS

List: the accounts are listed alphabetically: record, register, make a

list of, enter; itemize, enumerate, catalog, file, log, categorize, inventory; classify, group, sort, rank
, alphabetize, index.

Outlines: define, demarcate; sketch, delineate, trace.

Describes: he described his experiences: report, recount with some detail

Explain: make (an idea, situation, or problem) clear to someone by describing

in more detail or revealing relevant facts.

Time line of Events

Day 1: Formation of the groups.(ensemble)

1. Map out a story line of your journey as an artist.

2. Share with the class.
3. Identify people that compliment or have similar skills, approaches and
interest.
4. Form an ensemble.
5. Identify a target audience and themes through collective mind mapping/
brainstorming.
6. Identify possible target audiences and artistic intentions.
7.Evaluate the process. Are you compatible? If not find a different group.

Day 2 and 3: The Ensemble.

1. Establish Essential Agreements – create a document that establishes
 your rules of engagement. Once finalized create a poster and sign your
name on the Essential Agreements at the bottom of the poster.
2. Explore different theatre companies and approaches.
Possible Resources/ Starting Points:
Age Exchange
http://www.age-exchange.org.uk/

Belgrade Theatre, Coventry

http://www.belgrade.co.uk/
Complicite

http://www.complicite.org/flash/
Dell ‘Arte International

http://www.dellarte.com/default.aspx
Teatro de Creación

http://www.devisingtheatre2013.com/#/methodology/4574690305
DV8 Physical Theatre

http://www.dv8.co.uk/
Fevered Sleep

http://www.feveredsleep.co.uk/
Forced Entertainment

http://www.forcedentertainment.com/
Fork Beard

http://www.forkbeardfantasy.co.uk/
Frantic Assembly

http://www.franticassembly.co.uk/
Fuel

http://www.fueltheatre.com/
Gecko Theatre

http://www.geckotheatre.com/
Greenwell & Lewisham Young People’s Theatre

http://www.glypt.co.uk/
Goat Island
http://www.goatislandperformance.org
Gob Squad

http://www.gobsquad.com/about-us
Grid Iron

http://www.gridiron.org.uk/
Improbable

http://www.improbable.co.uk/
Invisible Flock

http://www.invisibleflock.co.uk
Invisible Thread

http://www.invisiblethread.co.uk/
IOU

http://www.ioutheatre.org/
Ex Machina

http://lacaserne.net/index2.php/exmachina/
Lone Twin

http://www.lonetwin.com/
Massive Company

http://www.massivecompany.co.nz/
Wrights and Sits

http://www.mis-guide.com/
Northern Stage

http://www.northernstage.co.uk/
Theatre Passe Muraille

http://www.passemuraille.on.ca/
People Show

http://www.peopleshow.co.uk/
Pintsize Theatre Company

http://www.pintsizetheatre.co.uk/
Pirate Productions
http://www.pirateproductions.co.uk/
PotatoRoom Productions

http://www.potatoroom.co.uk/
Reckless Sleepers

http://www.reckless-sleepers.co.uk/
Red Ladder Theatre Company

http://www.redladder.co.uk/
Rude Mechanicals

http://www.rudemechs.com/about/index.htm
Shunt

http://www.shunt.co.uk/
Space Hijackers

http://www.spacehijackers.org/html/history.html
Stan’s Cafe

http://www.stanscafe.co.uk/
Station House Opera

http://www.stationhouseopera.com/
Tangled Feet

http://www.tangledfeet.com/the-company/
Théâtre du Soleil

http://www.theatre-du-soleil.fr/thsol/index.php?lang=fr
Theatre O

http://www.theatreo.co.uk
The Paper Birds Theatre Company

http://www.thepaperbirds.com/
The Red Room

http://www.theredroom.org.uk/
The Wooster Group

http://www.thewoostergroup.org/blog/
Third Angel

http://www.thirdangel.co.uk/home.php
Trestle

http://www.trestle.org.uk/

3. Share the information/ inspiration discovered from the research with

particular detail to the approaches to creating theatre.

Day 4: Plan backwards from the Performance date.

1. Create a time line of events.

2. Decide on who will take the lead in providing exploration and
workshops in turns.
3. Submit the timeline to googleclassrom and Mr. Rob.

Day 5-11: Devising

1. Always date and record activites in your process journal.
2. Take pictures and video
3. Ensure there is designated time for reflection and group critique.

Day 12: Create and design how you will illicit and record feedback from the
audience.

Day 13 Tech

Day 14 Dress

Day 15 Performance.

Day 16: Reflection/ Start Scaffolding the report Criterion A and B

Day 17 Scaffolding the report Criterion C and D

Day 18 – Feedback from teacher (meetings)

Day 19-20 Working on Report (finalization)

Day 20-21 Do peer-assessment

Day 21-22 Submit Report.