Drama 0411 | Paper 1 Mock 01 | Written examination
Question 1 Report
Suggest costume choices for two members of a rich family at a formal dinner. Explain how each costume would show something about the character. [4]
Two marks per character: design plus communication (max 4):
Domineering mother:
- A sharp, well-tailored dress in a bold colour with formal jewellery (1). This communicates control, authority, and a desire to present a flawless image (1).
Rebellious teenager:
- Casual clothing that clashes with the formal setting: trainers with a formal outfit, an untucked shirt (1). This shows the character is challenging the family's expectations (1).
Timid father:
- An ill-fitting suit in a muted colour with a loosened tie (1). This suggests a man diminished within his own household (1).
Answer Details
Two marks per character: design plus communication (max 4):
Domineering mother:
- A sharp, well-tailored dress in a bold colour with formal jewellery (1). This communicates control, authority, and a desire to present a flawless image (1).
Rebellious teenager:
- Casual clothing that clashes with the formal setting: trainers with a formal outfit, an untucked shirt (1). This shows the character is challenging the family's expectations (1).
Timid father:
- An ill-fitting suit in a muted colour with a loosened tie (1). This suggests a man diminished within his own household (1).
Question 2 Report
Discuss what lighting or sound added to your devised piece based on the theme of 'power'. Support your answer with reference to specific moments. [15]
Award marks using a best-fit approach (max 15):
Level 4 (13-15 marks): Accomplished discussion with clear understanding of how the design element contributed. Specific examples with strong justification.
Level 3 (9-12 marks): Detailed discussion with good examples of how lighting or sound supported the performance.
Level 2 (5-8 marks): Sound discussion with relevant examples. May lack detail or depth.
Level 1 (1-4 marks): Basic response. May describe rather than evaluate.
Indicative content:
Lighting:
- Specific states used and their effect on atmosphere.
- How changes supported transitions between scenes.
- Use of colour to suggest mood or theme.
- How lighting focused audience attention.
Sound:
- Specific sound effects or music used and why.
- How sound supported atmosphere.
- Use of silence as a dramatic tool.
- Whether sound design effectively reinforced the theme of power.
Answer Details
Award marks using a best-fit approach (max 15):
Level 4 (13-15 marks): Accomplished discussion with clear understanding of how the design element contributed. Specific examples with strong justification.
Level 3 (9-12 marks): Detailed discussion with good examples of how lighting or sound supported the performance.
Level 2 (5-8 marks): Sound discussion with relevant examples. May lack detail or depth.
Level 1 (1-4 marks): Basic response. May describe rather than evaluate.
Indicative content:
Lighting:
- Specific states used and their effect on atmosphere.
- How changes supported transitions between scenes.
- Use of colour to suggest mood or theme.
- How lighting focused audience attention.
Sound:
- Specific sound effects or music used and why.
- How sound supported atmosphere.
- Use of silence as a dramatic tool.
- Whether sound design effectively reinforced the theme of power.
Question 3 Report
Explain how your rehearsals helped you develop your devised piece based on a newspaper headline. In your answer, refer to the devising process and the final show. [25]
Award marks using a best-fit approach (max 25):
Level 5 (21-25 marks): Exceptional response demonstrating thorough understanding of how the rehearsal process shaped the piece. Detailed examples with perceptive reflection.
Level 4 (16-20 marks): Accomplished response with good understanding of the rehearsal process.
Level 3 (11-15 marks): Competent response with some relevant examples.
Level 2 (6-10 marks): Some relevant points but may be descriptive rather than analytical.
Level 1 (1-5 marks): Basic response with limited reference to the rehearsal process.
Indicative content:
- Early exploratory work: improvisation, hot-seating, image theatre.
- How initial ideas were tested, evaluated, and developed or discarded.
- Specific scenes that changed significantly during rehearsal.
- How feedback from peers or the teacher influenced the piece.
- The process of scripting or structuring improvised material.
- How technical elements were integrated.
- Run-throughs and how they revealed pacing or structural issues.
Answer Details
Award marks using a best-fit approach (max 25):
Level 5 (21-25 marks): Exceptional response demonstrating thorough understanding of how the rehearsal process shaped the piece. Detailed examples with perceptive reflection.
Level 4 (16-20 marks): Accomplished response with good understanding of the rehearsal process.
Level 3 (11-15 marks): Competent response with some relevant examples.
Level 2 (6-10 marks): Some relevant points but may be descriptive rather than analytical.
Level 1 (1-5 marks): Basic response with limited reference to the rehearsal process.
Indicative content:
- Early exploratory work: improvisation, hot-seating, image theatre.
- How initial ideas were tested, evaluated, and developed or discarded.
- Specific scenes that changed significantly during rehearsal.
- How feedback from peers or the teacher influenced the piece.
- The process of scripting or structuring improvised material.
- How technical elements were integrated.
- Run-throughs and how they revealed pacing or structural issues.
Question 4 Report
How well did the structure of your devised piece based on the stimulus 'journeys' help you get your message across to the audience? In your answer, refer to the devising and rehearsal process. [15]
Award marks using a best-fit approach (max 15):
Level 4 (13-15 marks): Accomplished evaluation of structure with clear understanding of how it communicated the theme. Detailed, specific reference to the piece.
Level 3 (9-12 marks): Detailed evaluation with clear understanding of the relationship between structure and theme.
Level 2 (5-8 marks): Sound ideas with some understanding of how structure contributed to communication of the theme.
Level 1 (1-4 marks): Basic response with limited evaluation. May describe rather than evaluate.
Indicative content:
- Discussion of the overall dramatic structure chosen and why it suited the theme of journeys.
- Analysis of how the opening established the journey, the middle developed complications, and the ending resolved it.
- Evaluation of transitions between scenes and how they represented movement.
- Discussion of pace and rhythm and how these reflected different stages of the journey.
- Honest evaluation of what worked well and what could have been improved.
Answer Details
Award marks using a best-fit approach (max 15):
Level 4 (13-15 marks): Accomplished evaluation of structure with clear understanding of how it communicated the theme. Detailed, specific reference to the piece.
Level 3 (9-12 marks): Detailed evaluation with clear understanding of the relationship between structure and theme.
Level 2 (5-8 marks): Sound ideas with some understanding of how structure contributed to communication of the theme.
Level 1 (1-4 marks): Basic response with limited evaluation. May describe rather than evaluate.
Indicative content:
- Discussion of the overall dramatic structure chosen and why it suited the theme of journeys.
- Analysis of how the opening established the journey, the middle developed complications, and the ending resolved it.
- Evaluation of transitions between scenes and how they represented movement.
- Discussion of pace and rhythm and how these reflected different stages of the journey.
- Honest evaluation of what worked well and what could have been improved.
Question 5 Report
Identify three ways an actor could use body language during a family argument. Say what each gesture would show about the character. [3]
One mark for each appropriate facial expression or physical gesture (max 3):
- Clenching fists or gripping the edge of the table to show frustration and barely-contained anger (1).
- Turning away and folding arms defensively when a painful point is raised (1).
- Softening the expression and reaching out a hand when the parent is mentioned, showing underlying love (1).
- Pointing accusingly at the other sibling to emphasise blame (1).
- Rubbing the forehead or temples to show stress and exhaustion (1).
Answer Details
One mark for each appropriate facial expression or physical gesture (max 3):
- Clenching fists or gripping the edge of the table to show frustration and barely-contained anger (1).
- Turning away and folding arms defensively when a painful point is raised (1).
- Softening the expression and reaching out a hand when the parent is mentioned, showing underlying love (1).
- Pointing accusingly at the other sibling to emphasise blame (1).
- Rubbing the forehead or temples to show stress and exhaustion (1).
Question 6 Report
Answer the following question about your devised piece.
How did the theme of your stimulus shape the choices you made when creating your piece? Give examples. [5]
One mark for each valid point with justification (max 5):
- Clearly describe the ending and the dramatic choices made (1).
- Explain the intended audience reaction or emotional response (1).
- Evaluate how effectively the ending connected to the stimulus (1).
- Discuss specific performance choices that contributed to the ending's impact (1).
- Offer an honest assessment of whether the intended effect was achieved (1).
Answer Details
One mark for each valid point with justification (max 5):
- Clearly describe the ending and the dramatic choices made (1).
- Explain the intended audience reaction or emotional response (1).
- Evaluate how effectively the ending connected to the stimulus (1).
- Discuss specific performance choices that contributed to the ending's impact (1).
- Offer an honest assessment of whether the intended effect was achieved (1).
Question 7 Report
How did you use the performance space to make your devised piece based on 'change' more effective? [5]
One mark for each valid point about spatial use with justification (max 5):
- Used different stage areas to represent different locations or states (1).
- Created clear pathways of movement to suggest physical or emotional journeys (1).
- Used levels such as platforms, floor work, or chairs to show status changes (1).
- Positioned the audience in a specific configuration and the choice enhanced the theme (1).
- Used the contrast between empty and occupied space to emphasise key moments of change (1).
Answer Details
One mark for each valid point about spatial use with justification (max 5):
- Used different stage areas to represent different locations or states (1).
- Created clear pathways of movement to suggest physical or emotional journeys (1).
- Used levels such as platforms, floor work, or chairs to show status changes (1).
- Positioned the audience in a specific configuration and the choice enhanced the theme (1).
- Used the contrast between empty and occupied space to emphasise key moments of change (1).
Question 8 Report
Answer the following question about your devised piece.
How did the stimulus shape the ideas you used to create your devised piece based on 'crossroads'? Give examples. [5]
One mark for each valid point linking stimulus to artistic choices (max 5):
- Explain how the stimulus was interpreted by the group and how this shaped the content (1).
- Describe a specific scene directly inspired by the stimulus (1).
- Discuss how the stimulus influenced structural decisions such as a turning point or moment of choice (1).
- Explain how design elements were chosen to reflect the stimulus theme (1).
- Evaluate how successfully the stimulus was communicated to the audience (1).
Answer Details
One mark for each valid point linking stimulus to artistic choices (max 5):
- Explain how the stimulus was interpreted by the group and how this shaped the content (1).
- Describe a specific scene directly inspired by the stimulus (1).
- Discuss how the stimulus influenced structural decisions such as a turning point or moment of choice (1).
- Explain how design elements were chosen to reflect the stimulus theme (1).
- Evaluate how successfully the stimulus was communicated to the audience (1).
Question 9 Report
As an actor, how would you show a character going from calm to angry during this scene? In your answer, refer to voice, face and body. [5]
One mark for each valid performance choice with justification (max 5):
- Enter the room with a confident stride and upright posture, projecting authority despite underlying nervousness (1).
- Use a firm, projected voice when addressing the class, with deliberate pauses to command attention (1).
- Make direct eye contact with individual disruptive students, using the gaze to assert control (1).
- Place hands on the desk or hold a book firmly to ground the body and prevent nervous fidgeting (1).
- Move purposefully around the room rather than staying behind the desk, claiming ownership of the space (1).
Answer Details
One mark for each valid performance choice with justification (max 5):
- Enter the room with a confident stride and upright posture, projecting authority despite underlying nervousness (1).
- Use a firm, projected voice when addressing the class, with deliberate pauses to command attention (1).
- Make direct eye contact with individual disruptive students, using the gaze to assert control (1).
- Place hands on the desk or hold a book firmly to ground the body and prevent nervous fidgeting (1).
- Move purposefully around the room rather than staying behind the desk, claiming ownership of the space (1).
Question 10 Report
As an actor playing one of two rival dancers in a talent show, how would you use your body to show the rivalry? In your answer, refer to the passage. [5]
One mark for each valid physical choice with justification (max 5):
- Move between two positions on stage, one near a hiding place and one facing the door, physically embodying the two options (1).
- Use rapid, indecisive gestures: reaching for a weapon then pulling back, crouching then standing again (1).
- Let the body alternate between fight-ready tension and defensive curling-in with hunched shoulders (1).
- Track the approaching footsteps with the head and eyes, showing how diminishing time forces the decision (1).
- At the moment of decision, commit fully: either dropping to hide with controlled breathing or standing tall to confront (1).
Answer Details
One mark for each valid physical choice with justification (max 5):
- Move between two positions on stage, one near a hiding place and one facing the door, physically embodying the two options (1).
- Use rapid, indecisive gestures: reaching for a weapon then pulling back, crouching then standing again (1).
- Let the body alternate between fight-ready tension and defensive curling-in with hunched shoulders (1).
- Track the approaching footsteps with the head and eyes, showing how diminishing time forces the decision (1).
- At the moment of decision, commit fully: either dropping to hide with controlled breathing or standing tall to confront (1).
Question 11 Report
How much did either costume or props add to your devised piece based on 'the photograph'? In your answer, include specific examples from your devised piece. [10]
Award marks using a best-fit approach (max 10):
Level 3 (8-10 marks): Detailed evaluation with clear understanding of how the chosen design element contributed. Specific examples with strong justification.
Level 2 (4-7 marks): Sound evaluation with relevant examples. May lack depth in places.
Level 1 (1-3 marks): Basic response with limited evaluation. May describe rather than evaluate.
Indicative content:
- Specific description of the costumes or props used.
- Explanation of why these items were chosen and how they connected to the theme.
- Analysis of how the design element supported characterisation.
- Discussion of how it enhanced specific dramatic moments.
- Honest assessment of what worked well and what could have been improved.
Answer Details
Award marks using a best-fit approach (max 10):
Level 3 (8-10 marks): Detailed evaluation with clear understanding of how the chosen design element contributed. Specific examples with strong justification.
Level 2 (4-7 marks): Sound evaluation with relevant examples. May lack depth in places.
Level 1 (1-3 marks): Basic response with limited evaluation. May describe rather than evaluate.
Indicative content:
- Specific description of the costumes or props used.
- Explanation of why these items were chosen and how they connected to the theme.
- Analysis of how the design element supported characterisation.
- Discussion of how it enhanced specific dramatic moments.
- Honest assessment of what worked well and what could have been improved.
