AQA GCSE Drama live theatre evaluation overview quiz quiz

Component 1 Section A

Component 1 Section B

Component 1 Section C

Component 2 devising log

Analysis judges how good a choice was, while evaluation simply explains the meaning that it created for the audience

They are exactly the same thing and the two words mean nothing different at all

Analysis is always spoken aloud, whereas evaluation is only ever written down on paper

Analysis explains how a choice created meaning; evaluation judges how successful and effective it was

The question rewards precise, accurate detail that is hard to recall without notes

They are formally submitted to the exam board as a separate piece of marked coursework

They completely replace the need to write any answer at all during the actual exam itself

They are needed later on in the course to help the student complete the Component 2 devising log

A long introduction that sets out the background to the whole production

A clear reason and a specific piece of evidence from the production

A detailed labelled diagram showing the layout of the whole stage

A summary of the plot that retells the events of the story in order

Only the name of the actor who was playing the role in that scene

A judgement that says the moment was effective but gives no detail at all

The exact vocal or physical choice and the meaning or effect it created

A full description of the whole plot of the play from start to finish

The entire production weighted equally across every single design element

The student's own performance in their devised or scripted practical piece

The set play that the student had studied earlier in the term, back in Section B of the exam paper

A specific element such as the acting of one performer, the lighting or the set

Without a judgement of success it is analysis, not evaluation, so it limits the marks

It is far too short to fill the space and time given over to the question

It uses far too much technical theatre vocabulary for the examiner to be able to follow it properly

It includes far too many separate examples from across the whole production

A general opinion only, with no precise moment or supporting evidence given

A specific moment, a precise description, analysis of meaning, and an evaluation of success

A simple list of every scene in the play, set out one by one in the order that they happened on stage

Only a string of theatre vocabulary with no description or judgement at all

For the overall length of the answer only and nothing else that is written

For the total number of different live productions that the student mentions

For content (analysis and evaluation with evidence) and the quality of written communication

By a visiting examiner who comes in to the school to watch the student perform it live on stage

To check exactly how much time you are allowed to spend on the question

To count up the total number of marks that are on offer for the question

To find the title of the set play that is supposedly named within the question itself somewhere

Because it usually focuses on a specific element that every paragraph must address

A confident, justified personal opinion supported by examples

A neutral summary of the production that offers no personal view at all

An opinion that is stated firmly but is not backed up with any reasons

The teacher's own opinion of the production rather than the student's own

Simply saying that the lighting in the production was good and effective

Describing the colour, intensity or effect at a precise moment and its impact

Listing every single one of the lights that were used in the production

Ignoring the staging configuration of the theatre completely when writing about the design