DP Theatre course outline

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Years 2019-2021
Teacher: Ms. Tracy Lord-Ryan
The word theatre comes from the Greeks. It means the seeing place. It is the place people come to see the truth about life and the social situation.
(Stella Adler)
I am originally from the UK and have always loved traveling and been fascinated by other cultures and traditions. I have many years of teaching and directing theatre in different locations around the world from UK, India, Turkey, Brazil and now Serbia.  I am also an examiner for the DP course. I love all aspects of theatre and performance work and have learned that the biggest part of success is to be open-minded and learn to learn from others. I am a keen advocate for creating independent learners. The best part of this course is that I get to inspire young theatre makers all day. It really is a great course –I hope you have as much fun taking it as I do teaching it. I look forward to being inspired.
Theatre is a dynamic, collaborative and live art form. It is a practical subject that encourages discovery through experimentation, the taking of risks and the presentation of ideas to others. It results in the development of both theatre and life skills; the building of confidence, creativity and working collaboratively. (Theatre Guide, p16)
“A stage space has two rules:
Anything can happen and
(2) Something must happen.” (Peter Brook)
The aims of the arts subjects are to enable students to: 
  • enjoy lifelong engagement with the arts 

  • become informed, reflective and critical practitioners in the arts 

  • understand the dynamic and changing nature of the arts 

  • explore and value the diversity of the arts across time, place and cultures 

  • express ideas with confidence and competence 

  • develop perceptual and analytical skills. 

In addition, the aims of the theatre course at SL and HL are to enable students to: 
  • explore theatre in a variety of contexts and understand how these contexts inform practice (theatre in context) 

  • understand and engage in the processes of transforming ideas into action (theatre processes) 

  • develop and apply theatre production, presentation and performance skills, working both independently and collaboratively (presenting theatre) 

For HL only: 
  • understand and appreciate the relationship between theory and practice (theatre in context, theatre processes, presenting theatre). (Guide, p 22)
Assessment objective 1: demonstrate knowledge and understanding of specified content 
  1. Describe the relationship between theatre and its contexts 

  2. Identify appropriate and valuable information from research for different specialist theatre roles (creator; designer; director; performer) 

  3. Present ideas, discoveries and learning, gained through research and practical exploration to others 

Assessment objective 2: demonstrate application and analysis of knowledge and understanding 
  1. Explain the relationship and significance of the integration of production, performance and research elements 

  2. Explore and demonstrate different ways through which ideas can be presented and transformed into action 

  3. Explain what has informed, influenced and had impact on their work 

Assessment objective 3: demonstrate synthesis and evaluation 
  1. Evaluate their work and the work of others 

  2. Discuss and justify choices 

  3. Examine the impact their work has had on others 

Assessment objective 4: select, use and apply a variety of appropriate skills and techniques 
  1. Demonstrate appropriate skills and techniques in the creation and presentation of theatre in different specialist theatre roles (creator; designer; director; performer) 

  2. Demonstrate organization of material including use and attribution of sources 

  3. Demonstrate the ability to select, edit and present work appropriately 
(Guide, p 230)
Course Components
IB Diploma Theatre has three overlapping core syllabus areas:
            Theatre in Context
            Theatre Processes
            Presenting Theatre 
Students are required to approach these areas from the perspectives of each of the following specialist theatre roles:
  • Creator
  • Designer
  • Director
  • Performer
Students can expect to be engaging in these activities:
  • Creating theatre based on theatre theory (HL only)
  • Working with play texts
  • Examining world theatre traditions rooted in individual research
  • Applying performance practice from established companies
  • Collaboratively creating original theatre
Specific course content is not prescribed except for the choice of their World Theatre Research Presentation. Students can expect to study a variety of Theatre cultures and practices from all of the perspectives outlined above to prepare them for their final assessment tasks.
The Theatre Journal:
From the beginning of the course students are required to maintain a theatre journal which is the student’s own record of their two years of study and should be used to record:
  • Challenges and achievements
  • Creative ideas
  • Critical analysis and experience of live theatre productions as a spectator
  • Detailed evaluations
  • Experiences as a creator, designer, director and performer
  • Feedback
  • Reflections
  • Research
  • Responses to work seen
  • Responses to diverse stimuli
  • Skills acquisition and development
  • Art work
  • Digital evidence
All students will undertake three task assessments in the second year of the program, with a trial run of three during year one of the course with HL students undertaking one further assessment. 
External Assessment (SL/HL)
Task 1: Solo theatre piece (HL only) NA/35%
Students at HL research a theatre theorist, identify an aspect of their theory and create and present a solo theatre piece (4-8 minutes) based on this aspect of theory.
Task 2: Director’s Notebook  35%/20%
Students choose a published play text and develop ideas regarding how it could be staged for an audience.
Task 3: Research Presentation 30%/20%
Students plan and deliver an individual presentation (15minutes maximum) to their peers in which they outline and physically demonstrate their research into a convention of a theatre tradition.
Internal Assessment
Task 4: Collaborative Project  35%/25%
Students collaboratively create and present an original piece of theatre (13-15 minutes) for and to a specified target audience, created from a starting point of their choice and inspired by the practice and process of professional collaborative theatre companies.

ISB Internal Grading
Students will also be given an ISB quarterly grade of 1-7 based on work completed during the course. This work includes class participation, ensemble work, project work, presentations, assignments, reading, research skills, class discussion, journals, and performance and production participation.
  • Be on time ready in the space.
  • Mind & body free.
  • Shoes off & comfortable clothes.
  • Lap top charged.
  • Bring notebook/journal & pencil(s) to record the your journey.
  • Read & research work prior to class.
Essential Open Mind Set Required:
  1. Be prepared to engage in a course that is both practical and academic.
  2. Performance will be an integral aspect of the course so come prepared to participate.
  3. When you enroll in this course you have become part of an ensemble. Be prepared to participate as an effective member of a group. Be open to different ideas and new skills.
  4. An important aspect of theatre is attendance at professional theatre productions. This will take place on evenings throughout the 2 years of the course. You should aim to gain as much theatre experience as possible to compliment your studies.
  5. PLATFORM: We will use Google Class Room as the in-class curriculum platform for assignments, announcements and course detail hopefully allowing for good communication between the teacher and all students enrolled in the course. Students will be encouraged to check this regularly and refer to the resources on the DP Theatre Site on the class shared Google drive.
Feel free to contact the teacher Ms. Tracy Lord-Ryanvia e-mail tlord@isb.rsor by calling the school.