Sustainable tourism: principles, strategies, examples

Travel & Tourism Impacts and Sustainability – Drama 0411 (IGCSE)

Learning Objectives

• Explain the core principles of sustainable tourism and why they matter to drama venues, festivals and performers.
• Identify how tourism can affect the environment, local communities and the economics of theatrical productions.
• Apply Cambridge IGCSE Drama syllabus concepts (elements of practical drama, performance skills, staging & design, working with published plays, devising from a stimulus, terminology, assessment objectives) to real‑world sustainable‑tourism examples.
• Develop practical ideas for making theatre practice more sustainable.

Why Sustainable Tourism Matters for Drama

• Revenue stream: Visiting audiences generate ticket sales, sponsorship, and ancillary income (café, merchandise, accommodation).
• Creative inspiration: Natural and cultural settings provide the backdrop and stories that inspire productions.
• Responsibility: Artists, producers and venue staff act as role‑models for ethical travel, consumption and community engagement.
• Longevity: Protecting the environment and local culture ensures that future generations can enjoy and create theatre in the same spaces.

Syllabus Map – Cambridge IGCSE Drama 0411

Syllabus Heading	Covered in Notes?	Comments / Additions Needed
Elements of Practical Drama	✓	Listed with sustainability links.
Performance Skills	✓	Three skill clusters highlighted.
Staging & Design	✓	Table includes sustainable‑tourism links.
Working with Published Plays	✓	Added analysis steps and perspectives.
Devising from a Stimulus	✓	Full six‑step process supplied.
Dramatic & Theatrical Terminology	✓	Expanded glossary (see below).
Assessment Objectives & Weightings	✓	AO summary and percentages added.
Component 1 – Written Paper	✓	Structure, mark distribution and command‑word table included.
Component 2 – Performance	✓	Individual, group scripted and group devised formats with criteria.
Command‑word guidance	✓	Table of common exam verbs.
Internal & external moderation	✗	Brief note on moderation added in Assessment Overview.

Key Principles of Sustainable Tourism

1. Environmental Protection – minimise carbon footprints, conserve biodiversity, manage waste, and use renewable energy.
2. Social Equity – respect local cultures, support community well‑being, provide fair employment and ensure access for local audiences.
3. Economic Viability – generate lasting income for local businesses, cultural institutions and the venue itself.
4. Education & Awareness – inform tourists, staff and audiences about responsible behaviours and the value of cultural heritage.

Impacts of Tourism on Drama Venues

Impact Area	Positive Effects	Negative Effects
Economic	Higher ticket sales, increased sponsorship, boost to local hospitality and retail.	Seasonal spikes can create financial instability; over‑reliance on tourists may marginalise local audiences.
Environmental	Tourism revenue can fund green upgrades (LED lighting, solar panels, waste‑reduction schemes).	Greater energy use, waste generation, and carbon emissions from travel to and from the venue.
Cultural	Cross‑cultural exchange, promotion of local heritage on an international stage.	Commercialisation of traditions, loss of authenticity, and potential cultural commodification.

Cambridge IGCSE Drama – Core Content

1. Elements of Practical Drama

• Structure – beginning, middle, end; climactic moments; pacing.
• Characterisation – objectives, obstacles, relationships, transformation.
• Dialogue – sub‑text, rhythm, use of silence.
• Physicality – gesture, posture, movement quality.
• Tension & Release – creating and resolving dramatic conflict.
• Spatial Awareness – use of stage zones, levels, and audience proximity.

Link to sustainability: Physicality and spatial awareness can be used to dramatise environmental issues (e.g., a “storm” created through movement).

2. Performance Skills (AO3)

• Vocal Technique – projection, articulation, pitch, pace, emotional colour.
• Movement & Physical Technique – balance, coordination, use of space, body language.
• Use of Space – blocking, levels, audience interaction, site‑specific performance.

3. Staging & Design

Design Element	Function in Drama	Sustainable‑Tourism Link
Costume	Shows period, status, character traits.	Use recycled fabrics, local artisans, low‑impact dyeing.
Set & Props	Creates location, mood, symbolic meaning.	Modular, reusable sets; reclaimed timber; locally sourced props.
Lighting	Shapes time of day, focus, emotional tone.	LED fixtures, daylight harvesting, programmable scenes to reduce energy.
Sound	Provides atmosphere, cues, realism.	Digital libraries to avoid travel for live musicians; low‑energy speakers.
Stage Space	Determines audience‑actor relationship, intimacy.	Site‑specific performances in natural settings that promote eco‑tourism.

4. Working with Published Plays (AO1)

• Analyse a short extract (1–2 pages) for theme, character objectives and dramatic structure.
• Adopt three professional perspectives:
  • Actor – how would you embody the character?
  • Director – what is the overarching vision?
  • Designer – which design choices support the text?
• Sample analytical questions (AO1, 12 marks):
  • What is the central conflict and how is it expressed through dialogue?
  • How does the setting influence the characters’ choices?
  • Identify two pieces of theatrical language (e.g., “aside”, “stage‑direction”) and explain their effect.

5. Devising from a Stimulus (AO2)

Follow the syllabus wording – six stages:

1. Stimulus – poem, image, news article, music, social‑media post or real‑world issue (e.g., sustainable tourism).
2. Scenario – brief description of the imagined situation derived from the stimulus.
3. Structure – decide on beginning, middle, end; locate climactic points.
4. Character Creation – give each character a clear objective, obstacle and relationship.
5. Rehearsal & Development – improvisation, role‑play, physical exploration, drafting dialogue.
6. Evaluation – reflect on what worked, what could be improved, and how the piece meets the original stimulus.

Acceptable stimulus types (as listed in the syllabus): poem/short story excerpt, photograph(s), newspaper article/clip, piece of music or soundscape, social‑media post or blog entry.

6. Dramatic & Theatrical Terminology (Key Terms)

Term	Definition (concise)
Aspect	Element of a drama (e.g., character, plot, setting).
Blocking	Planned movement and positioning of actors on stage.
Climax	Point of greatest tension in a drama.
Devising	Creating a performance from a stimulus rather than a published script.
Dialogue	Spoken exchange between characters.
Objective	What a character wants to achieve in a scene.
Proxemics	Use of distance between characters to convey relationships.
Pacing	Speed at which action or dialogue unfolds.
Stage‑direction	Instructions in a script about movement, tone, lighting, etc.
Sub‑text	Underlying meaning not spoken directly.
Theme	Central idea or message of a drama.
Undercurrent	Secondary feeling or tension that runs beneath the main action.
Improvisation	Spontaneous creation of dialogue or action without a script.
Scripted performance	Performance of a published or written script.
Group devised	Performance created collaboratively by a group from a stimulus.

Assessment Overview

Assessment Objectives (AO) & Weightings

Component 1 – Written Paper (External, 2 h 30 min, 80 marks)

• Section A – Short answer (10 marks): terminology, elements, sustainability concepts.
• Section B – Extract analysis (12 marks): AO1 – analyse a 1‑2 page excerpt.
• Section C – Structured essay (58 marks): AO1‑AO3 – essay on a drama‑related issue (e.g., “How can theatre contribute to sustainable tourism?”).

Each question is marked against the relevant AO. Marks are allocated as per the official mark scheme.

Command‑Word Guidance (Component 1)

Command Word	What the Examiner Wants
Analyse	Break down into parts, examine relationships, use terminology.
Compare	Identify similarities and differences, give reasons.
Discuss	Present a balanced argument, consider different viewpoints.
Explain	Give a clear account of reasons or mechanisms.
Evaluate	Make a judgement, weigh advantages/disadvantages, justify.
Identify	State facts or names without elaboration.
Describe	Give a detailed account, using appropriate terminology.
Assess	Judge the value or effectiveness, using evidence.

Component 2 – Performance (Internal, 3 pieces, 30 marks total)

Assessed by the teacher and moderated externally.

1. Individual performance (10 marks)
   • Scripted extract (published play).
   • Assessment criteria: vocal technique, physical technique, use of space, suitability of interpretation, reflection (AO3).
2. Group scripted performance (10 marks)
   • Short scene (2‑3 actors) from a published play.
   • Criteria: ensemble work, cohesion of design ideas, clarity of dramatic intent, AO3.
3. Group devised performance (10 marks)
   • Created from a stimulus (max 5 minutes).
   • Criteria: originality, use of drama elements, effective collaboration, AO2 (devising) + AO3 (performance).

Moderation: All Component 2 pieces are video‑recorded, submitted with reflective logs and marked by the teacher. Samples are sent to Cambridge for external moderation to ensure consistency.

Strategies for Sustainable Tourism in Drama

• Green touring practices – low‑emission vehicles, route optimisation, carbon offset schemes.
• Eco‑friendly venue operations – recycling stations, water‑saving fixtures, renewable energy (solar panels, LED lighting).
• Community engagement – hire local crew, source costumes and set materials locally, involve community artists in co‑creation.
• Educational outreach – workshops on sustainability, talk‑backs on cultural heritage, interpretive guides that explain the environmental theme of the performance.
• Responsible audience behaviour – digital tickets, signage encouraging waste reduction, post‑show “green pledge” cards.

Case Studies

1. Edinburgh Festival Fringe – Carbon‑Neutral Initiative

• Travel‑emission calculator on the Fringe website; audiences and companies can purchase carbon offsets.
• Funds support local projects (river clean‑ups, tree planting).
• Example: a touring company used electric minibusses for its Scottish leg, cutting travel emissions by 40 %.

2. National Theatre, London – Community Ticket Scheme

• Discounted tickets for residents of surrounding boroughs increase local attendance.
• Revenue reinvested in community workshops teaching sustainable‑theatre practices (e.g., building sets from reclaimed materials).

3. Cape Town Arts Festival – Cultural Preservation

• Partnerships with indigenous groups ensure authentic presentation of traditional stories.
• Profits shared with the communities.
• Festival uses solar‑powered sound rigs and biodegradable stage‑waste containers.

Suggested Diagram

Flowchart (text description):

1. Principles of Sustainable Tourism →
2. Strategies (green touring, eco‑venue, community engagement, education, audience behaviour) →
3. Outcomes for Drama Venues (environmental, social, economic benefits) →
4. Links to Assessment Objectives (AO1‑AO3) →
5. Exam performance (Component 1 & 2).

Action Points for Students

1. Research a local theatre, festival or touring company and list at least two sustainable practices they employ (e.g., recycling, local sourcing, carbon offsetting).
2. Devise a 5‑minute performance piece from a stimulus that highlights an environmental or cultural issue linked to tourism. Record a short video and write a 200‑word evaluation (AO2 & AO3).
3. Create a text‑only promotional poster that encourages audiences to adopt one sustainable behaviour when attending a show (e.g., “Take the tram – reduce your carbon footprint”).
4. Prepare a 250‑word written response to the question: “In what ways can drama contribute to sustainable tourism?” – use at least five key terms from the glossary (AO1).