International Baccalaureate Diploma Programme Subject Brief

International Baccalaureate
Diploma Programme Subject Brief

Studies in language and literature:
Literature and performance – Standard level
First assessments 2013 – Last assessments 2020
The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced

programme of education designed to prepare students aged 16 to 19 for success at
university and life beyond. The DP aims to encourage students to be knowledgeable,
inquiring, caring and compassionate, and to develop intercultural understanding,
open-mindedness and the attitudes necessary to respect and evaluate a range of
viewpoints.
To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional
language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended essay,
theory of knowledge and creativity, action, service—are compulsory and central to the
philosophy of the programme.
These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions
I. Course description and aims II. Curriculum model overview

The IB DP literature and performance course is an interdisciplinary syn- Component Recommended
thesis of language A and theatre. It incorporates essential elements of teaching hours
literature and performance and aims to explore the dynamic relationship
between the two. At the heart of the course is this interaction between Part 1: Critical study of texts 50
(i) a conventional literary emphasis on close reading, critical writing and • studying a range of literary texts
discussion and (ii) the practical, aesthetic and symbolic elements of per- identifying meaning and making viable
formance. A distinctive outcome of this synthesis is the performance of a interpretations.
piece transformed from poetry or prose. In this exciting, creative process • analysing the effect of literary features.
text is viewed from different angles in a way that goes beyond what • writing and speaking appropriately about
is characteristic of either literary or theatre studies as single disciplines. literature.
The course as whole examines literary and dramatic texts and seeks to Part 2: Exploration of the chosen approach to 40
develop intellect, imagination and creativity. It encourages intercultural the text
awareness through a study of texts from more than one culture. Litera- • exploring performance potential of texts.
ture and performance is available at standard level only. • generating ideas for transforming prose
and poetry texts into dramatic form.
The aims of the literature and performance course are to: • speaking and writing appropriately about
ideas.
• equip students with the skills to explore critically and imaginatively Part 3: Realization of texts in performance 60
a range of literary texts and performance possibilities • preparing pieces for performance and per-
• develop in students the ability to articulate their responses to liter- forming scripted drama.
ature and performance in a variety of styles and contexts • performing to an audience.
• introduce students to a range of performance skills • analysing and evaluating performance
• broaden the perspectives of students through the exploration of through appropriate speech and writing.
texts from differing cultures, periods and genres
• foster a personal and passionate engagement with literature and
performance, and by so doing guide students towards a better
understanding of themselves and the world.
© International Baccalaureate Organization 2014

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
III. Assessment model Assessment at a glance
Having followed the literature and performance standard level course, Type of Format of Time Weighting
students will be expected to demonstrate the following. assessment assessment (hours) of final
grade (%)
Knowledge and understanding of texts from different genres and
cultures External 3 60
• knowledge and understanding of a range of texts and performances Paper 1: One essay from a choice of 1.5 20
• understanding of structure, technique and style Prose and three questions concerned
• ability to substantiate points made through appropriate reference performance with issues involved in
to texts dramatizing a novel.
Awareness and understanding of literary techniques and
performance potential Paper 2: One comparative essay from 1.5 20
• ability to identify and evaluate the use and effect of literary tech- Poetry a choice of six questions.
niques and performance potential in texts Written One piece of writing that 20
• ability to use the relevant terminology in the analysis and appreci- Coursework: incorporates critical analysis
ation of the texts studied Major play- of the realization of an
• ability to realize the performance potential in a text wrights in extract or a series of linked
Commitment and ability as performers performance extracts from a play, as well
• understanding of performance skills as reflection on the student’s
• necessary commitment in developing and presenting performance performance in a staged
• ability to express ideas, emotion, character and atmosphere interpretation of it.
through performance Internal 20 min 40
Ability to speak and write effectively about texts and performances
• ability to express ideas clearly and in an appropriate register Performance One performance during
• ability to use the oral and written forms of the language in a range and indi- the course which must be
of styles, registers and situations vidual oral a transformation based on
• ability to discuss and analyse texts and their performance potential presentation one or more of the poetry
in a focused and logical manner and prose texts studied.
IV. Sample questions

• Select a passage from the novel you have chosen to study and,
showing how the mood and atmosphere is evoked in the passage,
explain in detail how you would create this mood and atmosphere
in performance for an audience.
• Examine how at least two poets you have studied have used their
works to communicate a lesson, moral or otherwise, to the reader.
About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.
For further information on the IB Diploma Programme, visit: http://www.ibo.org/diploma/ Complete subject guides can be accessed through
the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: http://store.ibo.org
To learn more about how the IB Diploma Programme prepares students for success at university, visit: www.ibo.org/recognition or
email: [email protected]

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International Baccalaureate

Diploma Programme Subject Brief

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced

These IB DP subject briefs illustrate four key course components.

I. Course description and aims II. Curriculum model overview

© International Baccalaureate Organization 2014

IV. Sample questions

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