Procedures for handling enquiries, complaints, emergencies

Customer Care & Working Procedures – Cambridge IGCSE Drama (0411)

This guide links the professional practice of theatre‑production administration (enquiries, complaints, emergencies) to the core content and assessment objectives (AO1‑AO3) of the Cambridge IGCSE Drama syllabus. Use it to:

• Refresh key drama concepts required for the exam.
• See how practical skills and terminology are applied in a real‑world setting.
• Prepare clear evidence for Component 1 (written) and Component 2 (coursework) assessments.

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1. Syllabus Overview & Assessment Breakdown

Component	Marks	Weighting	AO Distribution	Key Tasks
Component 1 – Written Examination	80	40 %	AO1 ≈ 70 % / AO2 ≈ 30 %	Answer short‑answer, extended‑response and source‑based questions on two pre‑release extracts.
Component 2 – Coursework (Written + Creative)	120	60 %	AO1 25 % / AO2 25 % / AO3 50 %	Written analysis of a published extract + devising an original piece (max 10 min) based on a stimulus.

Why it matters: Knowing which AO is assessed where helps you target your revision and evidence‑gathering.

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2. Key Drama Concepts (AO1)

These elements are examined in both written questions and the practical coursework. The right‑hand column shows how each concept connects to the two pre‑release extracts you will study for Component 1.

Concept	Exam‑level definition	Link to extracts (example)
Structure	Organisation of a drama into scenes, acts and a clear narrative arc.	Extract 1: Identify the inciting incident and climax; explain how the scene divisions support the rising action.
Characterisation	Techniques used to create believable characters (voice, movement, costume, sub‑text).	Extract 2: Analyse how the playwright uses dialogue and physical description to reveal the protagonist’s inner conflict.
Dialogue	Spoken language that advances plot and reveals character.	Extract 1: Discuss how the use of rhetorical questions builds tension.
Physicality & Movement	Use of the body to convey meaning, including blocking and stage directions.	Extract 2: Explain how the stage directions create a sense of claustrophobia.
Pacing & Tension	Control of tempo to build or release dramatic energy.	Extract 1: Evaluate the effect of rapid exchanges in the climax.
Spatial Awareness	Effective use of the performance area and audience proximity.	Extract 2: Comment on how the “fourth wall” is broken to involve the audience.

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3. Performance Skills (AO3) – Checklist & Self‑Assessment

AO3 accounts for 50 % of Component 2 marks. Use the checklist to plan your rehearsal and the grid to record evidence for the coursework.

3.1 Skills Checklist

• Vocal Technique – clear projection, appropriate volume, diction for announcements and safety messages.
• Physical Presence – confident posture, purposeful movement when guiding patrons or performing.
• Use of Space – awareness of sight‑lines, safe positioning relative to exits and technical equipment.
• Character Consistency – maintaining a professional “role” (e.g., usher, box‑office clerk) throughout the performance.
• Listening & Empathy – active listening for enquiries and complaints.
• Improvisation – adapting quickly to unexpected situations (technical fault, audience disruption).
• Audience Communication – using eye‑contact, tone and body language to convey calm in emergencies.

3.2 Self‑Assessment Grid (Mark‑scheme reference)

Skill	Level 5 (Excellent)	Level 3 (Satisfactory)	Level 1 (Limited)	Evidence to Record
Vocal delivery	Clear, expressive, appropriate volume throughout.	Generally clear, occasional lapses.	Often mumbled or too soft/loud.	Audio clip of an emergency announcement.
Physical presence	Confident, purposeful movement; excellent posture.	Mostly confident, occasional hesitation.	Uncertain, poor posture.	Video of usher guiding audience.
Use of space	Consistently maintains clear routes and sight‑lines.	Generally safe, minor obstructions.	Frequent blocking of exits.	Stage diagram with marked pathways.

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4. Design Elements & Their Impact on Safety & Audience Experience (AO1)

• Costume – fire‑retardant fabrics, quick‑release fastenings, colour contrast for visibility.
• Set & Props – sturdy, non‑obstructive, clearly labelled emergency exits; removable or collapsible pieces for rapid evacuation.
• Lighting – sufficient illumination of aisles, exits and “safe zones”; backup emergency lighting with battery power.
• Sound – PA system capable of clear, intelligible safety announcements; volume control to avoid masking emergency instructions.
• Stage Space – defined “safe zones” for actors and audience; consideration of sight‑lines for evacuation routes.

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5. Working with Published Plays (Component 2 – Written Coursework)

1. Read the chosen extract thoroughly; note theme, characters, structure and any distinctive design requirements.
2. Identify the dramatic intention (what the playwright wants the audience to feel or think).
3. Prepare a concise production brief for the director and designers, linking the extract’s intentions to practical considerations (e.g., “use muted lighting to emphasise the theme of isolation”).
4. Obtain the necessary performance licence and record the licence reference – this is required evidence for Component 2.
5. Maintain a log of decisions (staging, design alterations, safety checks). The log can be cited as primary evidence of AO2 (application) and AO3 (evaluation).

Mapping to AO1

When answering Component 1 questions, refer back to the production brief and design notes you created here – they demonstrate your understanding of how drama concepts translate into practical choices.

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6. Devising Original Drama from a Stimulus (Component 2 – Creative Coursework)

The syllabus requires the devised piece to show clear dramatic intention, credible characters, purposeful structure, effective dialogue, pacing, and considered design.

6.1 Devising Checklist (mirrors syllabus bullet points)

Element	What to include	Evidence for AO2 / AO3
Stimulus	Identify the source (poem, image, news article, etc.) and record the key idea that inspired the piece.	Stimulus‑analysis sheet.
Clear Dramatic Intention	State the central message or question the piece will explore.	Intention statement (≈50 words).
Scenario & Setting	Describe time, place and circumstances; link to stimulus.	Scenario sketch or storyboard.
Structure	Outline the sequence of scenes (beginning, middle, climax, resolution). Include a brief timing plan.	Structure diagram.
Characters	Develop at least two credible characters with distinct objectives and relationships.	Character bios and motivation notes.
Dialogue & Pacing	Write sample dialogue that shows conflict, sub‑text and varied tempo.	Script excerpts with pacing annotations.
Design Considerations	Propose costume, set, lighting and sound ideas that support the intention and safety.	Design sketch + risk‑assessment notes.
Evaluation (AO3)	After rehearsals, write a 150‑word evaluation of what worked, what didn’t, and how you would improve the piece.	Evaluation paragraph for coursework.

6.2 Practical Support for Devising

• Briefing Room – quiet, well‑lit space with whiteboard and access to stimulus material.
• Rehearsal Schedule – allocate time for improvisation, script‑writing, technical rehearsals and safety checks.
• Safety Checks – verify that any devised props or movement sequences are safe for the venue.
• Reflection Sheet – students record how the stimulus shaped each element (intention, characters, etc.).

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7. Expanded Glossary of Core Drama & Theatrical Terms (AO1)

Term	Definition (exam‑level)
Blocking	The precise movement and positioning of actors on stage, planned by the director.
Fourth Wall	Imaginary barrier separating the audience from the performance space; breaking it means addressing the audience directly.
Ensemble	A group of performers working together as a cohesive whole, with equal importance.
Improvisation	Spontaneous creation of dialogue or action without a script.
Monologue	A long speech delivered by one character, often revealing inner thoughts.
Stage Directions	Instructions in a script indicating movement, tone, lighting, sound, or other technical details.
Subtext	The underlying meaning or feeling not spoken directly by the character.
Theme	The central idea or message of a drama.
Tempo	The speed at which a piece is performed; affects pacing and tension.
Venue	The physical location where a performance is presented.
Proxemics	The study of how space is used to convey relationships and power.
Backstage	The area behind the curtain where actors wait, props are stored and technical work is carried out.
Prompt	A cue given by the prompter or stage manager to remind an actor of forgotten lines.
Cue	A signal (light, sound, movement) that prompts a technical or performance action.
Safety‑critical design	Any design element (costume, set, lighting) that directly affects the safety of cast, crew or audience.
Risk Assessment	A systematic process of identifying hazards, evaluating risks and deciding on control measures.
Debrief	A post‑event discussion used to evaluate performance and update procedures.

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8. Professional Procedures

8.1 Handling Enquiries (Professional Procedure)

1. Receive & Log – Record name, contact details, date, time and nature of enquiry in the CRM or a paper log.
2. Classify – Ticketing, technical, media, general information, or drama‑specific (e.g., “What is the theme of the play?”).
3. Respond Promptly – Aim to reply within 24 hours. Use a standard greeting: “Thank you for contacting [Production Name]…”.
4. Provide Accurate Information – Cite official sources (programme, website, director’s notes). If unsure, note “Will follow‑up” and set a deadline.
5. Close the Loop – Confirm the enquiry is resolved and ask if further help is needed.

Evidence for AO2

Keep a copy of the enquiry log and a brief reflection on how the response demonstrated understanding of the drama’s content (e.g., explaining a character’s motivation). Cite this in the Component 2 written commentary.

8.2 Handling Complaints (Professional Procedure)

1. Listen Actively – Let the complainant speak without interruption; note emotions and key points.
2. Record Details – Date, time, venue, nature of complaint, parties involved.
3. Apologise Sincerely – Acknowledge the experience regardless of fault.
4. Investigate – Review evidence (CCTV, ticket records, staff statements). Relate findings to drama elements where relevant (e.g., “The sound level was too high, affecting audience perception of the climax”).
5. Offer Resolution – Refund, voucher, complimentary performance, or a written apology.
6. Follow‑Up – Contact the complainant after the resolution to confirm satisfaction.

Evidence for AO3

Write a 150‑word evaluation on how the complaint handling process could be improved for future productions. This demonstrates reflective skills required for Component 2.

8.3 Handling Emergencies (Professional Procedure)

1. Identify the Emergency – Fire, medical, structural, security threat, or technical failure.
2. Activate Alarm – Use the venue’s PA system or manual alarm; announce the nature of the emergency clearly.
3. Evacuate Safely – Follow the venue’s evacuation plan; guide patrons to the nearest marked exit, keeping aisles clear.
4. Call Emergency Services – Dial the appropriate number, give exact location and type of emergency.
5. Provide First Aid – If trained, render basic care until professionals arrive.
6. Document the Incident – Record times, actions taken, staff involved, and any injuries.
7. Debrief & Review – Hold a post‑incident meeting; update risk assessments and procedures.

Link to AO1 & AO2

Understanding safety‑critical design (e.g., fire‑retardant costumes, clear sight‑lines) is part of drama knowledge, while clear, calm vocal delivery under pressure demonstrates performance skills.

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9. Evidence & Evaluation Guidance for AO2 & AO3

• Enquiry Log – Submit a typed excerpt (redacted for privacy) as primary evidence of organisational skills (AO2).
• Complaint Report – Include the initial complaint, investigation notes and the final resolution; add a 150‑word reflective paragraph (AO3).
• Emergency Debrief Sheet – Summarise actions taken, timings, and a critical evaluation of what worked and what needs improvement (AO3).
• Design Brief & Risk Assessment – Show how AO1 knowledge of design informs safety procedures; reference these documents in the written coursework commentary.

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10. Summary Table of Procedures

Situation	Key Steps	Primary Responsible Person	Relevant AO(s)
Enquiry	Log → Classify → Respond → Confirm	Front‑Desk / Box‑Office Staff	AO2 (communication), AO3 (reflection)
Complaint	Listen → Record → Apologise → Investigate → Resolve → Follow‑up	Customer‑Service Lead	AO2 (empathy), AO3 (evaluation)
Emergency	Identify → Alarm → Evacuate → Call → First Aid → Document → Debrief	Stage Manager / Safety Officer	AO1 (design & safety), AO2 (clear vocal delivery), AO3 (post‑incident review)

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11. Command‑Word Quick Reference (Useful for Component 1)

Command Word	What the Examiner Wants	Sample Prompt (Drama)
Define	Give a concise meaning.	Define “sub‑text”.
Explain	Provide reasons or mechanisms.	Explain how lighting creates tension in Extract 1.
Analyse	Break down into components and examine relationships.	Analyse the character arc of the protagonist in Extract 2.
Compare	Identify similarities and differences.	Compare the use of dialogue in the two pre‑release extracts.
Evaluate	Make a judgement based on criteria, weighing strengths and limitations.	Evaluate the effectiveness of your devised piece’s climax.
Discuss	Offer a balanced consideration of different aspects.	Discuss the role of spatial awareness in audience safety.
Suggest	Offer recommendations.	Suggest two improvements to the emergency evacuation plan.

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12. Suggested Diagram (Optional for Revision)