INSTITUT PENDIDIKAN GURU KAMPUS PERLIS

Project Assessment
(Task Specification Schedule, Task and Marking Rubrics )
Code and Course :

LGA 3043E: Plays and Drama for

young Learners

Time Frame:
(6 weeks)

Date Set: Task 1 13 April 2016

Date Due: Task 1 3 May 2016
Date Set: Task 2 13 April 2016
Date Due: Task 2 22 April 2016
Date Set: Task 3 22 April 2016
Date Due: Task 3 30 April 2016

Programme :

PROGRAM IJAZAH SARJANA MUDA

PERGURUAN (PISMP)

Group:

PISMP (TESL) SEMESTER 5

Prepared by:

SABARIAH BINTI MORAD

Confirmed by :

Course Coordinator

Name & Signature

SABARIAH BINTI MORAD

Date:

2nd FEBRUARY 2016

Semester /Year:

Semester 1 Tahun 3

Intake:

JAN 2014

Head of Department

INSTITUT PENDIDIKAN GURU, KAMPUS PERLIS

TASK SPECIFICATION SCHEDULE FOR PROJECT
DEPARTMENT
CODE AND COURSE
PROGRAMME
SEMESTER /YEAR
INTAKE
Date Set

:
:
:
:
:

ENGLISH LANGUAGE DEPARTMENT

LGA 3043 PLAYS AND DRAMA FOR YOUNG LEARNERS
PROGRAM IJAZAH SARJANA MUDA PERGURUAN (PPISMP)
1 TAHUN 3
JAN 2014

13 April 2016

Date of
Submission

3 May 2016

Course Learning Outcomes :

1. Demonstrate an understanding of the features and types of childrens play and drama.
2. Explain the purposes and importance of using childrens drama in a primary ESL classroom.
3. Devise and implement activities and strategies to develop childrens language use and aesthetic values through drama based on theatrical and
drama techniques.
4. Plan and perform childrens drama using the principles of script writing and stage craft.
5. Review and reflect on the use of childrens drama in the language classroom
Objectives of Project:
1.
2.
3.
4.

Analyse a selected scene and characters in the chosen play and their significance to the development of the plot and theme
Apply knowledge of the elements in plays/drama and interpretative skills in order to perform a 30-minute dramatisation of the chosen play.
Apply the principles of stagecraft in the performance.
Write a critical reflection on insights and personal experiences gained in the dramatisation process, and performance.

TASK
TOPIC
Task 1- Individual (50 marks)
a) Portfolio (25 marks)
b) Scriptwriting (25 marks)

Task 2- Groupwork (30 marks)

1. Stagecraft
2. Dramatisation

DESCRIPTION

WEIGHTAGE

1. Compile selected or adapted drama

techniques and activities in dramatisation
of play
Original/Adaptation
Organisation
Identifying roles
Stagecraft
Interpretative/ Adaptation skills
Teamwork / Collaboration

25%

2. Write a 1000 words script for a play

suited to be performed by your targeted
primary school pupils.

25%

1. Produce a play suited to Year 4 to Year

6 pupils in primary school.

Assessment criteria:
Based on holistic marking
(Refer to scoring rubrics)
Commitment:
Quality of involvement and engagement in
completing project

20%

Assessment criteria:
Holistic marking (Refer to scoring rubrics)

b) 30 mins drama group presentation

1. Reflect on the experience of producing
a play (not more than 850 words)

1. Reflective essay

Assessment criteria:
Based on holistic marking
(Refer to scoring rubrics)

30%

a) scriptwriting (1000 words)

Task 3 Individual (30 marks)

NOTES/REMARKS

IPG KAMPUS PERLIS

PROJECT
Program : PISMP (TESL)

Name

Code &Course:
LGA 3043E

Semester/Year : 1 Year 3

Date Set

Task 1: 13 April 2016

Date of
Submission

: SABARIAH BINTI MORAD

Task 1: 3 May 2016

Task 2: 13 April 2016

Task 2: 22 April 2016

Task 3: 22 April 2016

Task 3: 30 April 2016

Course Learning Outcomes :

1. Demonstrate an understanding of the features and types of childrens play and drama.
2. Explain the purposes and importance of using childrens drama in a primary ESL
classroom.
3. Devise and implement activities and strategies to develop childrens language use and
aesthetic values through drama based on theatrical and drama techniques.
4. Plan and perform childrens drama using the principles of script writing and stage craft.
5. Review and reflect on the use of childrens drama in the language classroom

Objectives of Project :
1.

Analyse the scenes and characters in the selected play and comment on their significance
to the development of the plot and theme

2.

Apply knowledge of the elements in plays/drama and interpretative skills in order to

perform a 30-minute dramatisation of a play.

3.

Apply the principles of stagecraft in the performance.

4.

Write a critical reflection on insights and personal experiences gained in the

dramatisation process, and performance.

This project is aimed at enhancing your appreciation for drama/plays and to introduce the basics
of stagecraft: technical skills like script-writing, lighting, stage management, props and
costumes, and publicity. You will learn the fundamentals of acting and drama while developing
your interpretative and analytical skills in the learning process.
Overview

The course endeavours to upskill Englsh Language trainees in terms of exploiting plays and
drama as a resource for the ESL classroom, through the tasks set. (Shift 2, Malaysia Education
Blueprint 2013-2025). It also seeks to develop trainees potential and proficiency as an ESL
teacher. Apart from that, it hopes to enable trainees to reflect upon their performances and
aspire to become value-driven Malaysians (Shift 3, Malaysia Education Blueprint 2013-2025).
Task 1- Portfolio (25%) - Individual
a) You are required to compile selected or adapted drama techniques and activities in
dramatisation of play such as on the elements listed below:
Original/Adaptation
Organisation
Identifying roles
Stagecraft
Interpretative/ Adaptation skills
Teamwork / Collaboration
b) You are also required to write a 1000 words script for a play suited to be performed by your
targeted/chosen primary school pupils.
Detailed requirements:
1.

This is an individual task.

2.

Length of the written essay should not be more than 1000 words. It should be
typed using font Arial size 11, and 1.5 spacing.

3.

Essay should show your originality, maturity and academic quality.

4.

Plagiarism is strongly prohibited.

5..

The cover page should contain the following information:

a.
b.
c.
d.
e.
e.
f.

Name of student
Index number and ID
Class/Group
Code and Subject
Title of Coursework
Lecturers name
Submission date

6. You should adhere to the deadline. Late submission of script will be penalised and
downgraded to the next band.
Task 2- Dramatisation of play
1. Perform the dramatisation using appropriate stagecraft and fundamentals of acting.

2. Choose a script for your presentation.

3. Produce a 30 minutes drama group presentation suited to Year 4 to Year 6 pupils in primary
school.
Detailed requirements:
1. Work in groups of not more than four members. Select, adopt or adapt appropriate
scene/s from the play you have studied on the course. (You may modify/rewrite the script.)
2. Hand in your selected script a week before the dramatisation of the performance.
3. Perform the play in the allotted time of not more than 30 minutes.
4. You should adhere to the deadline. Late submission of script will be penalised and
downgraded to the next band.
A good dramatisation must show:
cohesiveness of overall performance
sound interpretation of the characters
fluent and accurate delivery
good stagecraft elements and management
Task 3 Reflective essay (20%) - Individual
An important purpose for reflective writing is to develop meta cognitive skills, that is, the ability
to step back and understand your own actions and thought processes. A second purpose is to
help you learn. The writing process consolidates and reinforces what you have learned into your
long term memory. A third purpose is to communicate your insights and share what you have
learnt with others.
Write a reflective essay on insights gained from your experience and contribution in the
dramatisation process and stage performance in not more than 1000 words. Below are some
guidelines:

What have you gained from this project/experience?

What was your role/contribution in this dramatisation?
Were there difficult challenges/meaningful experiences encountered?
How have you developed as a person/individual from this project?
What recommendations/ comments would you like to share with others?

A well-discussed reflective essay is thoughtful, convincing, insightful and exploratory.

Detailed requirements:
1.

This is an individual task.

2.

Write a reflective essay of the experience on the dramatisation process.

3.

Length of the written essay should not be more than 1000 words. It should be
typed using font Arial size 11, and 1.5 spacing.

4.

Essay should show your originality, maturity and academic quality.

5.

Plagiarism is strongly prohibited.

6.
The cover page (appended) should contain the following information :
Name of student
Index Number /Identity Card No.
Course Code
Title of Coursework
Name of Lecturer
Date of submission
Marking Criteria
This project will be assessed against the marking criteria for this coursework.
Prepared by:
(______________________)
(SABARIAH BINTI MORAD)
Course Coordinator TSL1064

Verified by:
(_________________)
(HJH. ROZITA BINTI DATO HJ.RASHID)
Subject Matter Expert

Validated by:
(_____________________)

Dramatization

STAGECRAFT GROUP
DRAMATISATION

ROLE-PLAY

HD
(27-30)

D
(23-26)

C
(18-22)

P
(15-17)

Extremely
creative and.
effective
throughout
the play.

Highly creative
and effective
throughout the
play.

Creative and
is effective
throughout
the play.

Poor
stagecraft
skills and no
creativity
evident.

Outstanding
performance
and actors
display very
commendabl
e stage
presence.
Very clearly
illustrative of
the cultural
and societal
setting of the
play selected.

Very good and

actors display
commendable
stage
presence.

Good and
actors display
good stage
presence.

Clearly
illustrative of
the cultural and
societal setting
of the play
selected.

Partially
illustrative of
the cultural
and societal
setting of the
play selected.

Stagecraft
creativity is
fairly
satisfactory
and is
effective for
most part of
the play.
Reasonably
good and
actors
display
satisfactory
stage
presence.
Quite
illustrative of
the cultural
and societal
setting of the
play
selected.
Some
cooperation
shown
among the
team
members in
terms of
staging the
play and
preparation

Limited or no
cooperation
shown among
the team
members in
terms of
staging the
play and
preparation of
props,

COOPERATION

Excellent
Very good
cooperation
cooperation
among the
among the
team
team members
members in
in terms of
terms of
staging the play
staging the
and preparation
play and
of props,
preparation of costumes and
props,
setting of
Reflective Writing (20%)
Scale
HIGH DISTINCTION
(17-20)

Good
cooperation
among the
team
members in
terms of
staging the
play and
preparation
of props,

F
(0-14)

Llimited and
unimpressive.

Is not
illustrative of
the cultural
and societal
setting of the
play selected.

Criteria
Excellent critical analysis with lucid, interesting and reflective
insights shared.
Communicates extremely effectively and efficiently with
hardly any grammatical errors.
Is able to identify strengths and weaknesses of ones role
played / task assigned and make very relevant and
appropriate recommendations.
Shows a very high degree of maturity and ability to think
critically.

10

Scale

DISTINCTION
(13-16)

CREDIT
(9-12)

PASS
(5-8)

FAIL
(0-4)

Criteria
Very good critical analysis with lucid, interesting and
reflective insights shared.
Communicates very effectively and efficiently with very few
grammatical errors.
Is able to identify strengths and weaknesses of ones role
played / task assigned and make relevant recommendations.
Shows a high degree of maturity and ability to think critically.
Good critical analysis with some lucid, interesting and
reflective insights shared.
Communicates proficiently with some minor errors.
Is able to identify some strengths and weaknesses of the role
played/task assigned and make some relevant
recommendations.
Shows some maturity of thought and ability to think fairly
critically.
Satisfactory reflection with some interesting insights shared.
Communicates fairly well but with some major language
errors.
Is able to identify a few strengths and weaknesses of the role
played/task assigned and an attempt to make
recommendations is evident.
Shows limited maturity of thought and logical thinking.
Weak effort made in reflecting with generally descriptive
statements evident.
Communicates adequately with many major errors.
Shows limited ability to identify strengths and weaknesses of
the role played/task assigned. Makes some
recommendations but at times takes little account of
identified weaknesses.
Shows little maturity of thought and logical thinking.

11