What will I learn?

Through studying this course, you will:

  • Apply research and theory to inform and contextualise your work as you experience the course through practical and physical engagement;
  • Strengthen your awareness of your own personal and cultural perspectives, developing an appreciation of the diversity of theatre practices, your processes and your modes of presentation.
  • Research, create, prepare, present and critically reflect on theatre—as participants and spectators—you gain a richer understanding of themselves, your community and the world;
  • Develop as a holistic theatre-maker with experience as a creator and performer.

What is the structure of the course?

Part 1: Staging play texts 

You will examine the ways in which ideas are articulated in texts by playwrights and the ways in which performance and production elements can be used to effectively fulfil theatre-maker intentions.

Part 2: Exploring world theatre traditions

You will explore world theatre traditions, performance conventions and performance material in order to acquire a deeper understanding and appreciation of the traditions through the body and/or voice.

Part 3: Collaboratively creating original theatre

You will formulate intentions for theatre-making and examine the ways in which these intentions can be effectively realised through the collaborative creation of original performance work inspired by a starting point.

Part 4: Performing theatre theory (HL only)

You will research at least one theatre theorist, identify an aspect of their theory and apply this to create and present theatre performance.

How will I be assessed?

Assessment

Weighting

Production proposal
Students at SL and HL choose a published play text they have not previously studied and formulate a vision for the design and theoretical staging of the entire play text for an audience. These ideas are presented in the form of a proposal. Each student submits the following:

  1. A production proposal (maximum of 12 pages of written text and images, with written text not exceeding 4,000 words).

20% (HL)
30% (SL)

Research presentation
Students at SL and HL plan, deliver and video record an individual research presentation (15 minutes maximum) in which they provide evidence of their academic and practical exploration and learning of a world theatre tradition they have not previously studied. Each student submits the following:

  1. A video recording of the student’s research presentation (15 minutes maximum);
  2. A list of all sources cited and any additional resources used by the student during the presentation.

20% (HL)
30% (SL)

Collaborative project
Students at SL and HL collaboratively create and perform an original piece of theatre (lasting 7–10 minutes maximum) created from a starting point of their choice. The piece is presented to an audience as a fully-realised production. Each student submits the following:

  1. A project report (a maximum of 10 pages of written text and images, with written text not exceeding 4,000 words) plus a list of all sources used;
  2. A video recording of the final piece (7-10 minutes maximum).

30% (HL)
40% (SL)

Solo theatre piece (HL only)
Students at HL research a theatre theorist they have not previously studied, identify an aspect(s) of theory and create and present a solo theatre piece (lasting 4-7 minutes maximum) that demonstrates the practical application of this theory to a theatre piece for an audience. Each student submits the following:

  1. A report (2,500 words maximum) plus a list of all primary and secondary sources cited;
  2. A continuous unedited video recording of the whole solo theatre piece (4-7 minutes maximum).

30% (HL)

Frequently Asked Questions

Which CAS opportunities are available?
Regular productions, theatre visits, workshops from theatre professionals, drama club, theatre tech club.

Which opportunities for further study are available?
IBDP Theatre is a multifaceted theatre-making course. It gives students the opportunity to make theatre as creators, designers, directors and performers.

Back to ks5 curriculum

Curriculum map

Topics / Units

Staging Play Texts/ Production Proposal

Core Declarative Knowledge
What should students know?

  • Students should acquire a deep understanding of their selected play text, including it’s theoretical and cultural/historical context
  • Students should be familiar with the central ideas and themes addressed within the play text
  • Students should have a grasp of the key concepts related to staging and the difference between intention and impact
  • Students should have an understanding of the role of directors and designers in theatrical productions
  • Students should be able to watch a variety of plays (both live and recorded) and identify how directors and designers create moments of tension, emotion, atmosphere, and meaning (“TEAM”) through production and performance techniques.

Core Procedural Knowledge
What should students be able to do?

  • Students should be able to analyse a play text from a staging perspective, considering how it can be interpreted and presented on stage
  • Students should demonstrate the ability to explore various artistic response to the play text through practical exercises
  • Students should develop the skill of crafting staging intentions that align with the playwright’s intentions and artistic responses
  • Students should engage in workshops, create visual representations of their staging choices and present their work to be critiqued and discussed through analysis

Links to TOK

  • To what extent does staging a play text require a balance between artistic interpretation and remaining faithful to the original intent of the playwright?
  • How does the cultural and historical context of a play text influence its interpretation and staging choices?
  • What role does emotion play in the interpretation and staging of play texts, and how does it impact the audience’s understanding and response?
  • To what extent can the staging of a play text challenge societal norms and provoke change?
  • How does the collaborative nature of staging play texts influence the meaning and impact of the production?
  • In what ways can the use of technology enhance or detract from the authenticity and artistic integrity of staging play texts?

Links to Assessment

  • Inquiry
    • Inquiring into how moments of Tension, Emotion, Atmosphere and Meaning (TEAM) are created on stage through production and/or performance elements
    • Inquiring into at least one play text and the ideas presented by the playwright (such as concepts, issues, meanings, themes or contexts) and formulating theatre-maker intentions for staging
  • Development
    • Develop and refine creative design ideas for staging an entire play text using production elements to fulfil specific theatre-maker intentions
    • Develop and refine creative ideas for staging specific moments of a play text using performance and production elements in creating TEAM

Topics / Units

Staging Play Texts/ Production Proposal

Core Declarative Knowledge
What should students know?

  • Students should acquire a deep understanding of their selected play text, including it’s theoretical and cultural/historical context
  • Students should be familiar with the central ideas and themes addressed within the play text
  • Students should have a grasp of the key concepts related to staging and the difference between intention and impact
  • Students should have an understanding of the role of directors and designers in theatrical productions
  • Students should be able to watch a variety of plays (both live and recorded) and identify how directors and designers create moments of tension, emotion, atmosphere, and meaning (“TEAM”) through production and performance techniques.

Core Procedural Knowledge
What should students be able to do?

  • Students should be able to analyse a play text from a staging perspective, considering how it can be interpreted and presented on stage
  • Students should demonstrate the ability to explore various artistic response to the play text through practical exercises
  • Students should develop the skill of crafting staging intentions that align with the playwright’s intentions and artistic responses
  • Students should engage in workshops, create visual representations of their staging choices and present their work to be critiqued and discussed through analysis

Links to TOK

  • To what extent does staging a play text require a balance between artistic interpretation and remaining faithful to the original intent of the playwright?
  • How does the cultural and historical context of a play text influence its interpretation and staging choices?
  • What role does emotion play in the interpretation and staging of play texts, and how does it impact the audience’s understanding and response?
  • To what extent can the staging of a play text challenge societal norms and provoke change?
  • How does the collaborative nature of staging play texts influence the meaning and impact of the production?
  • In what ways can the use of technology enhance or detract from the authenticity and artistic integrity of staging play texts?

Links to Assessment

  • Inquiry
    • Inquiring into how moments of Tension, Emotion, Atmosphere and Meaning (TEAM) are created on stage through production and/or performance elements
    • Inquiring into at least one play text and the ideas presented by the playwright (such as concepts, issues, meanings, themes or contexts) and formulating theatre-maker intentions for staging
  • Development
    • Develop and refine creative design ideas for staging an entire play text using production elements to fulfil specific theatre-maker intentions
    • Develop and refine creative ideas for staging specific moments of a play text using performance and production elements in creating TEAM