Growth of international travel: trends, statistics, influencing factors

IGCSE Drama (0411) – Revision Notes

1. Aims & Learning Outcomes

The Cambridge IGCSE Drama syllabus is designed to develop learners who can:

• Appreciate drama as an art form and enjoy creating and watching performances.
• Analyse drama texts and performance techniques (AO2).
• Apply practical drama skills – acting, devising, staging and evaluation (AO3).
• Use correct theatrical terminology and demonstrate knowledge of repertoire (AO1).
• Understand the roles of actor, director and designer and how they communicate with an audience.

2. Elements of Practical Drama

These are the building blocks that shape meaning and affect audience response.

3. Performance Skills (AO3)

These skills are assessed through the three compulsory performances in Component 2.

• Vocal Technique – projection, articulation, pitch, rhythm, use of silence.
• Physical Technique – body alignment, balance, movement quality, stage‑combat basics.
• Role Creation & Continuity – developing objectives, obstacles, tactics and sustaining the character throughout a piece.
• Use of Space – purposeful movement, levels, pathways and audience area.
• Emotional Intensity – sustaining believable feeling.
• Audience Interaction – eye‑contact, timing, adapting performance to audience response.
• Evaluation & Reflection – 150‑word written critique of what worked, what needed change and why.

4. Staging & Design

Design choices support meaning; students must be able to discuss each element using appropriate terminology.

• Set & Props – symbolic objects, realistic scenery, minimalist arrangements. How does a broken chair suggest conflict?
• Costume & Make‑up – period accuracy, colour symbolism, transformation of identity. What does a bright red dress convey?
• Lighting – mood (warm vs. cool), focus (spotlight), time of day. How does a dim wash create tension?
• Sound & Music – ambience, leitmotifs, effects that heighten tension.
• Stage Space – proscenium, thrust, arena, site‑specific considerations.

5. Working with Published Plays

When analysing a supplied extract, the syllabus expects a systematic approach.

1. Read & Annotate – mark stage directions, character objectives, beats, and dramatic techniques.
2. Research Context – author, period, genre, social/political issues that inform meaning.
3. Rehearsal Planning – a concise plan (e.g., 5‑day schedule) covering cold read, blocking, vocal work, design integration and run‑through.
4. Written Evaluation – a 150‑word reflective paragraph answering: what choices were made, why they were effective, and what could be improved.

6. Devising Original Drama

Devising is assessed in Component 1 (written exam) and Component 2 (performance). Follow the six‑stage process and remember to evaluate audience impact.

1. Choose a Stimulus – photograph, newspaper article, music excerpt, line of dialogue (as given in the exam).
2. Generate Ideas – brainstorm characters, setting, conflict, possible outcomes.
3. Develop a Scenario – write a short synopsis (≈150 words) outlining the dramatic situation.
4. Draft Dialogue & Action – create a 5‑minute script, ensuring clear objectives, obstacles and tactics.
5. Rehearse & Refine – experiment with physicalisation, pacing, staging; note what enhances meaning.
6. Evaluate – write a brief evaluation (≈150 words) of how your choices (space, lighting, music, etc.) shaped the audience’s response.

Example stimulus: “Local park to be turned into a shopping centre”.
Possible devised scenario: A community meeting where residents argue for and against the development, revealing themes of heritage vs. progress.

7. Key Drama Terminology

Study the full Cambridge glossary; the table below lists the core terms you must be able to define and use in sentences.

Tip: Keep the official Cambridge glossary handy and cross‑check that you have covered every term listed under “Key Terminology”.

8. Command Words (Exam Writing)

These guide the level of response required.

• Describe – give a factual account.
• Explain – give reasons or causes.
• Analyse – break down into parts and examine relationships.
• Evaluate – make a judgment, weighing strengths and weaknesses.
• Compare – show similarities and differences.
• Discuss – present a balanced argument with supporting evidence.
• Suggest – propose possible ideas or solutions.

9. Assessment Overview & Objectives

10. Assessment Criteria – Level Descriptors (Brief Reminder)

• AO1 – Knowledge & Understanding
  • Level 1–2: Limited terminology, basic facts.
  • Level 3–4: Adequate terminology, some understanding of elements.
  • Level 5–6: Consistent, accurate use of terminology; clear understanding of repertoire and design.
• AO2 – Analysis & Interpretation
  • Level 1–2: Description only, little analysis.
  • Level 3–4: Some analysis of techniques, limited evaluation.
  • Level 5–6: Detailed analysis, clear links to audience effect, well‑structured evaluation.
• AO3 – Practical Skills
  • Level 1–2: Basic performance, limited reflection.
  • Level 3–4: Competent performance, some evaluation of choices.
  • Level 5–6: Confident, nuanced performance; insightful evaluation of how choices affect audience.

11. Revision Checklist

• Can I define and give an example of each element of practical drama, and explain its impact on the audience?
• Do I know the vocal, physical and role‑continuity techniques required for a convincing performance?
• Am I able to analyse a short extract for structure, character objectives, design implications and evaluate effectiveness?
• Can I outline the six‑stage devising process, apply it to a sample stimulus, and evaluate audience response?
• Is my drama terminology list complete, and can I use each term accurately in a sentence?
• Do I understand the format, weighting (40 %/60 %) and AO mapping for both components?
• Have I practiced writing concise reflective paragraphs (≈150 words) for performances?
• Can I interpret the command‑word table and match each word to the required level of response?
• Am I familiar with the level‑based descriptors for AO1, AO2 and AO3?