Public and private sector roles, government involvement, international organisations

Public and Private Sector Roles, Government Involvement & International Organisations – Cambridge IGCSE Drama (0411)

1. Why This Theme Matters for Drama

The travel‑and‑tourism sector supplies a wealth of realistic settings, characters and social issues that can be turned into compelling drama. Understanding how the public and private sectors, government policies and international bodies shape the industry helps students to:

• Write authentic dialogue for roles such as tour guides, hotel managers, policy‑makers or tourists.
• Design believable stage‑settings – airports, heritage sites, conference rooms, etc.
• Explore themes of cultural exchange, economic disparity, sustainability and legislation, which generate conflict and motivation for characters.

2. Public vs. Private Sector – Key Functions

3. Government Involvement in Tourism

1. Legislation & Regulation – visas, health & safety standards, environmental laws.
2. Investment – funding for airports, rail links, visitor information centres.
3. Promotion – national campaigns (e.g., “Visit Britain”, “Incredible India”) and participation in international trade fairs.

4. International Organisations

• UNWTO (United Nations World Tourism Organization) – sets global tourism policies, publishes statistics.
• WTTC (World Travel & Tourism Council) – represents the private sector, promotes sustainable growth.
• IATA (International Air Transport Association) – regulates airline safety, fares and standards.
• WHO (World Health Organization) – issues health guidelines for travellers (e.g., during pandemics).

5. Elements of Practical Drama (AO1) – Linking to the Tourism Stimulus

When the stimulus is a tourism‑related setting, each AO1 element can be explored concretely:

• Structure & Plot – a scene set in an airport queue can follow the classic arc: exposition (arrival), rising action (security delay), climax (flight cancellation), resolution (characters decide to travel by train).
• Characterisation – contrast a government heritage officer (formal, duty‑driven) with a private‑sector hotel manager (charismatic, profit‑focused).
• Dialogue – use sub‑text to reveal hidden agendas (e.g., “We must protect the site” vs. “Our investors expect a return”.)
• Physicality & Movement – stage an airport security line using precise blocking to show hierarchy and tension.
• Pacing & Tension – speed up the rhythm during the announcement of a storm, then slow for a reflective conversation.
• Spatial Awareness – employ levels (elevated control desk vs. ground‑level travellers) to visualise power differences.

6. Performance Skills (AO3) – Assessment Context

AO3 is assessed in Component 2 (practical performance). Students should demonstrate:

• Vocal Techniques – projection for a public‑address announcement; varied pitch to show a nervous tourist.
• Physical Techniques – breath control for a long monologue, expressive gestures for a frustrated manager.
• Use of Space – blocking that shows the separation between a government‑run heritage site and a commercial souvenir stall.
• Role Creation & Sustaining a Role – develop a back‑story (e.g., a heritage officer who once worked in tourism marketing) and maintain it throughout the piece.
• Audience Communication – eye contact when addressing the audience as a “tourist board spokesperson”.

In practice, a short scene set in a hotel lobby (as in the sample exam question) provides an ideal vehicle for showcasing all AO3 skills.

7. Staging & Design (AO2) – Choosing Symbolic Details

Design choices should reinforce the public‑sector vs. private‑sector contrast.

• Set – a government‑funded heritage museum (stone columns, informational panels) opposite a sleek, glass‑fronted boutique hotel.
• Costume & Props – uniformed tourism officer (badge, formal jacket) vs. branded staff shirt with a corporate logo; passports, brochures, and a “heritage permit”.
• Lighting – cool, even lighting for the public‑sector area (suggesting transparency) and warmer, spotlighted lighting for the private‑sector lounge (suggesting profit‑driven ambience).
• Sound & Music – ambient airport announcements or crowd murmurs for the public side; background lounge music for the private side.
• Stage Configuration – a thrust stage can place the audience between the two sectors, heightening the sense of conflict.

8. Working with Published Plays (AO2)

Students must analyse extracts from published works and make directorial choices. Below is a quick guide to integrate a tourism‑themed extract.

9. Devising Original Drama from a Stimulus (AO2 & AO3)

Students create a short performance (max 200 words of script) based on a stimulus. Both tourism‑related and non‑tourism stimuli should be considered.

• Typical Stimulus Types
  • Poem
  • Newspaper article
  • Photograph
  • Statistical chart
  • Video clip
• Devising Stages
  1. Brainstorming – list ideas, emotions, possible characters.
  2. Plot‑building – decide on a clear conflict and resolution.
  3. Character Development – give each character a goal, obstacle and relationship.
  4. Script Writing – focus on natural dialogue, sub‑text, and concise stage directions.
  5. Rehearsal & Refinement – experiment with movement, pacing and design ideas.
• Non‑Tourism Stimulus Example – Newspaper headline: “Climate‑Change Protest Blocks Major Highway”. This can be used to practise the same devising process while reminding teachers that the stimulus does not have to be tourism‑centric.
• Evaluation – after performance, discuss what worked, what could be improved, and how the stimulus shaped choices.

10. Core Drama & Theatrical Terminology (AO1)

11. Assessment Objectives & Weightings

Overall weighting (across both components): AO1 ≈ 40 %, AO2 ≈ 30 %, AO3 ≈ 30 % (as stated in the Cambridge IGCSE Drama syllabus).

12. Command‑Word Guidance (Cambridge style)

• Describe – give a clear, factual account.
• Explain – show cause and effect or reason.
• Analyse – break down a text or situation and examine relationships.
• Evaluate – make a judgment, weighing advantages and disadvantages, supported by evidence.
• Discuss – present a balanced view, considering different perspectives.
• Outline – give a brief overview of main points.
• Suggest – propose ideas or solutions.
• Advise – give recommendations based on knowledge.
• Compare – identify similarities and differences.
• Contrast – highlight differences.

13. Sample Exam Questions (All Components)

1. Describe two ways in which the public sector supports the tourism industry. (AO1 – 5 marks)
2. Analyse how a private tour operator might be affected by new government legislation on visa requirements. (AO2 – 8 marks)
3. Evaluate the role of the UNWTO in promoting sustainable tourism and give one example of its impact. (AO2/AO3 – 10 marks)
4. Write a short scene (max 200 words) set in a hotel lobby that illustrates the tension between commercial profit motives and cultural‑heritage preservation. (AO3 – 12 marks)
5. Discuss how you would devise a 3‑minute drama piece from the following stimulus: a newspaper headline “Tourism boom threatens ancient forest”. Include ideas for characters, conflict and design. (AO2 – 8 marks)
6. Outline a director’s concept for a published extract set in an airport lounge, focusing on set, lighting and costume choices that highlight public‑ vs‑private‑sector themes. (AO2 – 6 marks)

14. Suggested Revision Diagram