Nature of the subject

Theatre is a composite art that is forever evolving in new forms. It nourishes, sustains and extends the human spirit. It is a means of exploring society and relationships within it. Through it, there may emerge possibilities for individual and communal understanding. Theatre is about transformation. It is the application, through play, of energy and imagination to frame, reflect, expose, critique and speculate. These activities should engage and develop the sensibilities of all the students who participate in them. By studying theatre, and engaging with it practically, students will discover how elusive, fascinating and varied theatre can be.

At one extreme, theatre is national, institutionalized and commercial, while at the other it is provincial, subversive and experimental. The Diploma Programme theatre course is designed to encourage students to examine theatre in its diversity of forms around the world. This may be achieved through a critical study of the theory, history and culture of theatre, and will find expression through workshopping, devised work or scripted performance. Students will come to understand that the act of imagining, creating, presenting and critically reflecting on theatre in its past and present contexts embodies the individual and social need to investigate and find explanations for the world around us.

The theatre course emphasizes the importance of working individually and as a member of an ensemble. Students are encouraged to develop the organizational and technical skills needed to express themselves creatively in theatre. A further challenge for students following this course is for them to become aware of their own perspectives and biases and to learn to respect those of others. This requires a willingness to understand alternative views, to respect and appreciate cultural diversity, and to see the varied role that theatre plays in reflecting these. As a result, the theatre course can become a way for students to celebrate the international and intercultural dynamic that inspires and sustains some forms of contemporary theatre, while appreciating the specifically local origins that have always given rise to performance, and which, in many parts of the world, still do.

At the core of the theatre course lies a concern with clarity of understanding, critical thinking, reflective analysis, effective involvement and imaginative synthesis—all of which should be achieved through practical engagement in theatre.

Difference between SL and HL

Theatre students at both SL and HL are presented with a common core syllabus that encourages the development of certain skills, attributes and attitudes, as described in the “Objectives” section of this guide.

Due to the nature of the theatre course, there may be no great difference in the complexity or artistic merit of the work produced by students at SL and HL. However, the difference in recommended teaching times at SL and HL signals a clear distinction between the demands made on students. It is expected that students at HL will use the extra time available to develop their personal research and practice in theatre, and to extend their understanding of the ideas, practices and concepts encountered during the course. The differences between the requirements of the theatre course at SL and HL are outlined in the table below.

	SL	HL
Course components
Theatre in the making	Study one stimulus and, from this, develop an action plan for performance.	Study two different stimuli and, from these, develop two action plans for performance.
Theatre in performance	Participate in at least two performances in two different roles/capacities.	Participate in at least three performances in three different roles/capacities.
Theatre around the world	Study at least two contrasting theatrical practices.	Study at least two contrasting theatrical practices.
Independent project	Create and present an original work inspired by any source, of any origin. Pursue a specialized interest with rigour and imagination.	Choose one of two options. Option A: Devising practice—alternative ways of realizing, and practical demonstration of, the elements of production. Or Option B: Exploring practice—examination and practical critical comparison of theories and the work of one or more forms/ practitioners/theorists/genres.
Assessment requirements
External assessment
Research investigation	1,500–1,750 words with supporting visuals	2,000–2,500 words with supporting visuals
Practical performance proposal	250-word written presentation with visual materials	250-word written presentation with visual materials and a 1,000–1,250-word rationale
Internal assessment
Theatre performance and production presentation	20-minute oral presentation with 5–7 images	30-minute oral presentation with 7–10 images
Independent project portfolio	2,000 words from core syllabus	3,000 words from core syllabus and option A or B
External assessment criteria
Research investigation	Three assessment criteria A: Research skills B: Task relevance C: Presentation	Four assessment criteria A: Research skills B: Task relevance C: Presentation D: Critique of sources
Practical performance proposal	Unique SL markband descriptors.	Unique HL markband descriptors.
Internal assessment criteria
Theatre performance and production presentation	Three assessment criteria A: Analysis B: Synthesis C: Reflection	Four assessment criteria A: Analysis B: Synthesis C: Reflection D: Applied research
Independent project portfolio	Four assessment criteria A: Preparation B: Process C: Reflection D: Presentation	Five assessment criteria A: Preparation B: Process C: Reflection D: Presentation E: Application of research practice

Theatre and prior learning

The theatre course at both HL and SL requires no previous experience in drama or theatre. Since the course is designed to enable students to experience theatre on a personal level, achievement in this subject is reflected in how students develop, extend and refine the knowledge, skills and attitudes necessary for studying this art form. Students’ individual ability to be creative and imaginative, and to communicate in dramatic form, will be challenged and extended through the theoretical and practical content of the course.

The theatre course provides a relevant learning opportunity for a diverse range of students as it lays an appropriate foundation for further study in theatre, performing arts and other related subjects. In addition, by instilling discipline, and refining communication and group-work skills, it offers a valuable course of study for students who may wish to pursue a career or further education studies in areas unconnected to theatre.

Theatre and the MYP

The arts subject area (which includes performing arts) in the IB Middle Years Programme (MYP) prepares students for the Diploma Programme theatre course by:

• giving them a knowledge and understanding of theatre as an art form across different cultures and historical periods

• giving them the opportunity to develop and apply their skills in creating and performing theatre

• giving them an understanding of the importance of evaluation and reflection during the process of creating theatre and the ability to evaluate their finished works

• developing in them the attitudes and approaches necessary to understand, appreciate and explore a variety of forms, practices and traditions.

Performing arts in the MYP engages students in an active relationship with theatre and encourages autonomous learning and exploration—something that is further developed at Diploma Programme level. It encourages the growth of creative, reflective and communication skills through practical work and the development of artistic understanding. Emphasis is placed on the artistic process and the student’s understanding of this process as an essential component to artistic development through continuous planning, goal setting, reflection and evaluation. This ability to reflect on and evaluate both their own work and that of other practitioners and artists is an essential skill at Diploma Programme level.

MYP students should be encouraged to work with initiative, curiosity and inventiveness to express their individual and collective ideas in performing arts. This attitude and personal engagement is necessary when studying the Diploma Programme theatre course.

Theatre and TOK

Students of group 6 subjects study the various artistic ways through which knowledge, skills and attitudes from different cultural traditions are developed and transmitted. These subjects, known collectively as “the arts”, allow students to investigate and reflect on the complexities of the human condition. By exploring a range of materials and technologies, students should aim to develop an understanding of the technical, creative, expressive and communicative aspects of the arts.

Students of group 6 subjects analyse artistic knowledge from various perspectives, and they acquire this knowledge through experiential means as well as more traditional academic methods. The nature of the arts is such that an exploration of the areas of knowledge in general, and knowledge of the different art forms specifically, can combine to help us understand ourselves, our patterns of behaviour and our relationship to each other and our wider environment.

Group 6 subjects complement the theory of knowledge (TOK) ethos by revealing interdisciplinary connections and allowing students to explore the strengths and limitations of individual and cultural perspectives. Studying the arts requires students to reflect on and question their own bases of knowledge. In addition, by exploring other Diploma Programme subjects in an artistic fashion, students can gain an understanding of the interdependent nature of knowledge and are encouraged to become, “active, compassionate and lifelong learners who understand that other people, with their differences, can also be right” (IBO mission statement).

Questions related to TOK activities that a theatre student might consider include the following.

• Why are the arts important?

• What do the subjects that make up the arts have in common?

• What are the roles of emotion and reason in the arts?

• To what extent do other Diploma Programme subjects have “artistic” qualities?

• What are the standards by which we judge art? Can we justify these standards, and, if so, how?

• What moral responsibilities does the artist have? Are they different to those of any other “knower”?

• What is the function of theatre: to capture a perception of reality, to teach or uplift the mind, to express emotion, to create beauty, to bind a community or to praise a spiritual power?

• How are ethics involved in the study of theatre? When and how do ethical standards change?

• How do we gain knowledge through the study of theatre? Is this knowledge of a universal nature or is it too heavily embedded in cultural factors?