Director's Notebook (lowest marked example)

https://ibpublishing.ibo.org/proof/apps/va-carousel/index.html?doc=Theatre_Example_6_e&sample-count=26

Sample 6: Director's Notebook

Red by John Logan

Assessment

Criterion	Markband achieved
A	Theatre in context: The play text, its context and the ideas presented	1–2
B	Theatre processes: Artistic responses and live theatre experiences	5–6
C	Presenting theatre: The director’s intentions and intended impact	3–4
D	Presenting theatre: The staging of two moments of the play	1–2

Examiner comments

1. The student does not provide any research into the cultural and/or theoretical context from which the play originates, though there is a brief mention of the playwright and his work. The student researches Rothko, who is the subject of the play, but the student does not link this research directly to the play. The student presents some of the ideas of the play, but these are outlined and underdeveloped. The student is awarded 0 for the first strand and 3–4 band for the second strand. According to best fit the student is awarded a 1–2 (0 and 2 for band 3–4).
2. The student describes their artistic responses, creative ideas and explorations of the play text prior to the development of their directorial intentions, presenting a range of possibilities and ideas. The student makes links to live theatre experiences. The student outlines how one director, in the live theatre they have experienced as a spectator, created moments of meaning and how another director used performance elements to transition between scenes. 

3. The student outlines their directorial intentions for the staging of the entire play text. This is partially supported by some appropriate production and performance ideas. The student outlines the impact they want the entire play to have on the audience paying attention to some performance and production elements but these are generally listed. The student’s ideas are underdeveloped without explanation regarding how their ideas are related either to intention or intended impact.
4. The student lists how they would stage two selected moments of the play. This work is limited in scope. The student lists performance and production elements in the two selected moments of the play but does not offer any sort of explanation regarding the thinking behind these choices. There is some attempt to explain how production elements fuse together but this is not coherent or clear.