Drama (9-1) 0994 | Paper 1 Mock 21 | Written…

Question 1 Report

Answer the following question based on the extract you have studied.

As a director, how would you bring out the comedy in this scene? [10]

Answer

Answer Details

Award marks using a best-fit approach (max 10): Level 3 (8-10 marks): Detailed directorial vision with specific reference to space, movement, and individual performances. Clear understanding of dramatic impact. Level 2 (4-7 marks): Sound directorial ideas with some reference to the required elements. May lack detail in places. Level 1 (1-3 marks): Basic directorial ideas with limited reference to the question requirements. Indicative content: - Position the family on one side looking expectantly towards the entrance, creating a visual line of anticipation. - Have the soldier enter slowly from the opposite side, using the full stage depth to extend the approach. - Direct the family to react individually: one rushing forward, one frozen at the injuries, one turning away to hide tears. - Use the physical distance between soldier and family to build tension before the embrace. - Direct the soldier to pause and stand still, allowing the family to come to them. - Contrast the soldier's injured movement with the family's energetic rush. - Use silence during the approach, allowing physical performances to carry the emotion. - Create a moment of hesitation before the physical reunion, showing the gap war has created.

From Script To Performance

View Answer

Question 2 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]

Answer

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.

The Devising Process

View Answer

Question 3 Report

How well did your group work together during the devising process for your piece based on 'memories'? Refer to specific examples from the rehearsal and the show. [5]

Answer

Answer Details

One mark for each valid point about collaboration (max 5): - Describe how ideas were generated and shared, with a specific contribution that shaped the piece (1). - Discuss how disagreements were handled constructively, with an example (1). - Evaluate the effectiveness of the group's decision-making process (1). - Discuss how roles and responsibilities were distributed (1). - Reflect on the balance between individual contributions and collective work (1).

Practical Drama Concepts And Contributions

View Answer

Question 4 Report

What was the most important role in your devised piece based on the stimulus 'a door closes, another opens'? How did you bring that role to life? In your answer, make detailed reference to the devising and performance process. [25]

Answer

Answer Details

Award marks using a best-fit approach (max 25): Level 5 (21-25 marks): Exceptional response with sophisticated analysis of the role and its performance. Thorough, detailed examples with genuine insight. Level 4 (16-20 marks): Accomplished response with clear analytical skills and specific examples. Level 3 (11-15 marks): Competent response identifying the role's significance with some supporting examples. Level 2 (6-10 marks): Some relevant observations but may be superficial or lack specific examples. Level 1 (1-5 marks): Limited response with little genuine analysis. Indicative content: - Clear identification of the role and why it was the most significant. - Analysis of how the character functioned within the dramatic structure. - Discussion of vocal skills: tone, pace, projection. - Analysis of physical skills: movement, gesture, facial expression, use of space. - How the actor interacted with other characters and the ensemble. - Specific moments where the actor's choices were particularly effective. - Honest evaluation of what worked and what could have been stronger.

The Devising Process

View Answer

Question 5 Report

How well did your devised piece succeed in involving the audience? Support your answer with examples. [5]

Answer

Answer Details

Award marks using a best-fit approach (max 10): Level 3 (8-10 marks): Detailed discussion demonstrating clear understanding of translating visual to dramatic. Specific methods with honest evaluation of challenges. Level 2 (4-7 marks): Sound discussion with some relevant examples. Level 1 (1-3 marks): Basic response with limited discussion. Indicative content: Methods: - Still image and tableau work based on the painting's composition. - Hot-seating characters suggested by figures in the painting. - Improvisation exploring narrative possibilities implied by the image. - Using the painting's colour palette and mood for design choices. Challenges: - Converting a frozen moment into a sequence of dramatic action. - Deciding whose story to tell when the painting suggests multiple narratives. - Maintaining a connection to the stimulus while developing original directions. - Ensuring the performance stood on its own for an audience unfamiliar with the painting.

Practical Drama Concepts And Contributions

View Answer

Question 6 Report

Answer the following questions about the extract you have studied.

(a) Suggest two sound effects for a storm scene in a fishing village. Say why each one would work. [4]

Answer

Answer Details

Two marks per sound effect: identification plus contribution (max 4): - Howling wind increasing in intensity (1) - creating a sense of growing danger and reinforcing the villagers' helplessness (1). - Crashing waves growing louder (1) - suggesting the sea's violence and the peril faced by the fishermen (1). - Rain hammering on rooftops (1) - establishing the severity of the storm and creating an immersive soundscape (1). - Distant thunder rumbling (1) - punctuating the scene with sudden loud sound, keeping the audience on edge (1).

Design Areas And Their Contribution To Performance

View Answer

Question 7 Report

How did you use the performance space to make your devised piece based on 'change' more effective? [5]

Answer

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).

The Devising Process

View Answer

Question 8 Report

Answer the following question about your devised piece.

(a) What was the main idea of your devised piece? [2]

(b) What was the most powerful moment in your piece, and why? [5]

Answer

Answer Details

One mark for each valid point with justification (max 5): - Clearly identify a specific moment or sequence from the piece (1). - Explain why this moment was effective in terms of audience impact (1). - Discuss how the acting choices contributed to its effectiveness (1). - Consider how design elements such as lighting or sound enhanced the moment (1). - Evaluate how this moment connected to the overall theme of the piece (1).

The Devising Process

View Answer

Question 9 Report

How did your group use contrasts in mood, pace, and staging to create drama in your devised piece based on 'breaking point'? In your answer, explain each choice with reference to the passage. [10]

Answer

Answer Details

Award marks using a best-fit approach (max 10): Level 3 (8-10 marks): Detailed analysis of contrasts across multiple aspects with clear understanding of their dramatic effect. Level 2 (4-7 marks): Sound discussion with relevant examples but may not cover all four aspects. Level 1 (1-3 marks): Basic response identifying some contrasts with limited analysis. Indicative content: - Mood contrasts: shifting between comic and serious moments to create emotional range. - Pace contrasts: alternating high-energy sequences and slow, reflective moments. - Character contrasts: placing opposing characters together to highlight the theme. - Staging contrasts: using different stage areas, levels, or proxemics to embody the contrasts. - How contrasts related to the stimulus and built toward a climactic moment.

Practical Drama Concepts And Contributions

View Answer

Question 10 Report

Read the passage below carefully.

Identify three ways an actor could use voice to show grief during a speech made alone on stage. [3]

Answer

Answer Details

One mark for each appropriate vocal technique (max 3): - Increasing volume and pitch as the politician becomes more desperate to be heard over growing hostility (1). - Repeating key phrases or words, showing the character has lost the thread of the speech (1). - Introducing hesitation, stammering, or verbal fillers where previously the speech was fluent (1). - Speeding up delivery as the politician rushes to make their point before being shouted down (1). - Allowing the voice to thin and become breathy, losing the resonant authoritative tone (1).

Vocal, Physical And Ensemble Performance

View Answer

Question 11 Report

Suggest two ways a street performer could use voice to hold a crowd's attention. In your answer, refer to specific vocal skills. [4]

Answer

Answer Details

One mark for each valid physical or spatial choice with justification (max 4): - Mirror the other dancer's movements initially, then upstage them with bigger, more dynamic versions (1). - Occupy as much stage space as possible, pushing into the rival's area to assert dominance (1). - Use eye contact and facial expression to communicate challenge and contempt between sequences (1). - Respond to the rival's moves with physical one-upmanship, adding a spin or height to a similar move (1). - Use contrasting energy: explosive power during competition, then confident stillness during the rival's turn (1).

Vocal, Physical And Ensemble Performance

View Answer






Press & Hold to Drag Around
Click Here to Close

Drama (9-1) 0994 | Paper 1 Mock 21 | Written examination