Music and performing arts
Performance reflection
Record production details, then analyse performers and design choices using specific observations. Choose a key moment and explain its effect on an audience in a Point, Evidence, Explain paragraph.
Read the material
Record production details, then analyse performers and design choices using specific observations. Choose a key moment and explain its effect on an audience in a Point, Evidence, Explain paragraph.
Activity. Use the preview for diagrams and layout.
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NAME CLASS DATE LEARNING GOAL Describe, analyse and evaluate a performance using precise evidence. Production details ADMIT ONE PRODUCTION TITLE DATE SEEN COMPANY VENUE OR RECORDING First impressions OVERTURE Sum up the production in three words. Choose words you could back up with evidence. 1 2 3 Performer analysis ACT 2 12 marks Choose one performer. Circle the skills you noticed. Be precise: "paused for three seconds" beats "paused". PERFORMER ROLE OR CHARACTER SKILL WHAT I SAW OR HEARD EFFECT ON THE AUDIENCE Voice pace pitch pause volume tone accent Movement posture gesture facial expression proximity levels Character status motivation relationships Performance reflection 1 Performers 2 Design 3 Teacher DRAMA AGES 14 TO 16 LIVE THEATRE REVIEW From the stalls Analyse a live or recorded production like a critic. ACT 1 SUCCESS CRITERIA I can describe exactly what I saw and heard. I can analyse how a choice affected the audience. I can evaluate a key moment in a PEE paragraph. 1 I SAW IT Live Recorded 2 3 PageĀ 1Ā ofĀ 2
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Design elements ACT 3 10 marks For each element, describe one specific detail, then say what it made the audience think or feel. ELEMENT WHAT I SAW OR HEARD EFFECT ON THE AUDIENCE Set levels, scale, colour, period Lighting colour, brightness, direction, changes Sound music, effects, volume, silence Costume colour, fabric, fit, period Props size, use, what they stand for Key moment FINALE 8 marks Pick the moment that stayed with you. Write one paragraph: Point, Evidence, Explain. POINT The most powerful moment was when... EVIDENCE For example, the performer... EXPLAIN This made the audience feel... because... Performance reflection 1 Performers 2 Design 3 Teacher DRAMA FROM THE STALLS Design and the key moment 4 5 P E E PageĀ 2Ā ofĀ 2
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Performance reflection Teacher companion Drama | Pupils aged 14 to 16 Use with the exact 2-page original file. Keep pupil or staff activity pages separate from this teacher companion. When to use it Use this after pupils have watched a live or recorded performance they can identify. The first page focuses on a performer; the second considers design elements and a key moment. Ask pupils to take notes from what they actually saw or heard rather than rely on a plot summary. Purpose Describe a performance choice with precise evidence, analyse its possible audience effect and evaluate a key moment in a PEE paragraph. Start here Record the production title, date, company, venue or recording, then mark whether it was live or recorded. Clarify that pupils should describe observable details before interpreting their effect. A teaching sequence 1. Choose one performer and record a precise detail about voice, movement or character, then explain a possible audience effect. 2. Select design elements from set, lighting, sound, costume and props. Describe a specific detail for each chosen element and its possible effect. 3. Choose a moment that stayed with you. Write a Point, Evidence and Explain paragraph using a detail from the performance. 4. Re-read the paragraph and check that evidence describes the chosen performance rather than a general opinion. Ask what the audience noticed. Checking guidance Look for precise observation before interpretation, such as naming a pause, gesture, colour or sound. Ask, āWhat exactly did you see or hear, and how might it affect an audience?ā If the response says only that the scene was powerful, ask for one detail that supports the view. Separate observation from interpretation: name the light, sound, gesture or pause first, then describe a possible audience effect. Different supported interpretations are acceptable. Support Offer a short list of observable verbs and let pupils select one performance moment. Model the difference between āthe scene was sadā and a detail that could support that interpretation. Pupils can discuss an observation aloud before writing. Take it further Compare how one production choice changes across two moments or between a live performance and a recording, if both are available. Ask pupils to qualify their interpretation and consider whether another audience member might respond differently. Things to keep in mind Audience effects are interpretations, so phrase them as possible responses rather than universal facts. Choose a production or recording the class can identify and check any context given to pupils. This sheet does not provide a sample analysis. Performance reflection Teacher companion | Page 1
A teaching sequence
Describe a performance choice with precise evidence, analyse its possible audience effect and evaluate a key moment in a PEE paragraph.
Notice voice and movement
Choose one performer and record a precise detail about voice, movement or character, then explain a possible audience effect.
Which exact detail might explain the audience effect you describe?
Connect design with a possible effect
Select design elements from set, lighting, sound, costume and props. Describe a specific detail for each chosen element and its possible effect.
Which set, lighting, sound, costume or prop choice supports your interpretation?
Explain one key moment
Choose a moment that stayed with you. Write a Point, Evidence and Explain paragraph using a detail from the performance.
Where are the point, performance evidence and explanation in your paragraph?
Check evidence against the performance
Re-read the paragraph and check that evidence describes the chosen performance rather than a general opinion. Ask what the audience noticed.
Does each detail belong to the production or recording you watched?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Look for precise observation before interpretation, such as naming a pause, gesture, colour or sound. Ask, āWhat exactly did you see or hear, and how might it affect an audience?ā If the response says only that the scene was powerful, ask for one detail that supports the view. Separate observation from interpretation: name the light, sound, gesture or pause first, then describe a possible audience effect. Different supported interpretations are acceptable.
Give a little support
Offer a short list of observable verbs and let pupils select one performance moment. Model the difference between āthe scene was sadā and a detail that could support that interpretation. Pupils can discuss an observation aloud before writing.
Take the idea further
Compare how one production choice changes across two moments or between a live performance and a recording, if both are available. Ask pupils to qualify their interpretation and consider whether another audience member might respond differently.
Things to keep in mind
Audience effects are interpretations, so phrase them as possible responses rather than universal facts. Choose a production or recording the class can identify and check any context given to pupils. This sheet does not provide a sample analysis.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAIā¢, then review what you create.
Ideas to try with your class
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet the creators whose teaching interests connect with this template. Find an approach to try with your class.
Rachel Sim
I use roles, movement, voice and short improvisation to give quieter pupils a way into Drama, with supported participation and room to build on one anotherās ideas.
Meet the creatorPriscilla Amoah
As Head of Drama, I look for devising stimuli that give students something to respond to and help them move into practical exploration.
Meet the creator
Extra Page
The two-page review records production details, three evidence-backed first impressions, a performer choice and design elements before a PEE paragraph on the key moment. It accepts a live or recorded production.
Thoughtful Pause
For ages 14 to 16, pupils move from precise observation (such as a three-second pause) to possible audience effect. The design table covers set, lighting, sound, costume and props as distinct choices.
Spare Pencil
The prompt separates observed words or actions from a possible audience effect, supporting an evidence-based explanation. The point, evidence and explanation frames can follow a selected moment that stayed with the pupil.
After the Bell
An audience effect is an interpretation and should be linked to an observed detail, not claimed as everyoneās reaction. Record whether the work was live or recorded and include production details before evaluating it.