AN ORAL PRESENTATION ON LUHRMANN, SCOTT, OR CUARÓN

This Individual Oral Presentation is an opportunity for you to take one of the filmic adaptations of these three directors and demonstrate an appropriate creative and/or critical approach to understanding the subtleties implicit in the original texts and choices made by the corresponding filmmaker.

Students are free to choose a Presentation topic that reflects their personal interest, including explorations generated from the following:

• The cultural setting of the text and/or film

• Thematic focus, particularly any divergence, extension, or reinterpretations within the film

• Characterization

• Filmic techniques and visual style

• The director’s attitude to narrative elements of Romeo and Juliet, Do Androids Dream of Electric Sheep? and The Children of Men

• The interpretation of particular elements from different critical perspectives

Focus

The focus of the IOP should involve, either implicitly or explicitly, the following:

• Knowledge and understanding of the source text and the films adapted from them

• Thorough appreciation of the aspect under discussion

• Applied use of strategies to engage an audience and delivery of the presentation in a manner appropriate to the task

English A: Literature Higher Level

STRUCTURE, PREPARATION, AND SUGGESTIONS The structure of each oral presentation depends largely on the type of activity selected for the topic. It is the responsibility of the student to select the type of presentation that most effectively enables the objectives of the topic to be realized. Whatever the activity chosen, all presentations must have a coherent structure. It is expected that students will prepare for their presentation outside class hours. When students have chosen the topic for their presentation it will be their responsibility to:

• Select appropriate material for the presentation • Organize the material into a coherent structure • Choose a means of presentation and delivery that is suited to the activity and topic.

Suggested Activities The following list applies to all the options studied in part 4 of the course and contains examples of the wide range of activities that are acceptable for the Individual Oral Presentation. This list is neither exhaustive nor prescriptive. The examples are only suggestions and may be added to by students with the approval of teachers. Students should select the activity most appropriate to the topic chosen. This IOP must be done in individually, where you must develop a unique presentation of 12–15 minutes in length. Use of technology (PowerPoint, Prezi, or others) is acceptable and appropriate, but not required. You will be assessed according to the attached rubric.

• An explanation of a particular aspect of Luhrmann’s, Scott’s, or Cuarón’s film • The examination of a particular interpretation of scene from a source text • The setting of the film against another body of material, for example, details on social

background or political views • A commentary on the use of a filmic technique, for example, mise en scène, diegetic/non-

diegetic sound, editing, shot choice, or other elements of the visual and compositional style • A comparison of two passages, two characters or two possible readings of a scene, involving

some analysis of choices made by the director in reference to the source text • A commentary on a particular scene from the film, which has been prepared at home • An account of the student’s developing response to the play, a scene, or dyadic pairing of

characters • The presentation of two opposing readings of a text/film, character • A discussion of the development of one character and their relationship to time, place, and

setting • An imagined reaction by the author of the source text to the particular interpretation of

director developed in their film Discussion When your Individual Oral Presentation is completed, the teacher will engage you in a discussion involving the student audience in order to further interrogate your knowledge and understanding of the text/film as implied in your presentation. The teacher must be satisfied that you can justify your selection of material; the suitability of the activity chosen; and the suitability of the style of the presentation. The whole class may participate in the following discussion, but the presenting student is solely assessed on the presentation / rationalization, which includes the accompanying rationale (where appropriate).

English A: Literature

Individual Oral Presentation—Higher Level   0   1-­‐2   3-­‐4   5-­‐6   7-­‐8   9-­‐10  

Criterion A: Knowledge and Understanding of the Text(s) How much knowledge and understanding does the student show of the work(s) used in the presentation?

The work does not reach a standard described by the descriptors at right.

There is little knowledge or understanding of the content of the text and/or film.

There is some knowledge and superficial understanding of the content of the text and/or film.

There is adequate knowledge and understanding of the content and some of the implications of the text and/or film.

There is very good knowledge and understanding of the content and most of the implications of the text and/or film.

There is excellent knowledge and understanding of the content and the implications of the text and/or film.

Criterion B: Presentation How much attention has been given to making the delivery effective and appropriate to the presentation? To what extent are strategies used to interest the audience (for example, audibility, eye contact, gesture, effective use of supporting material)?

The work does not reach a standard described by the descriptors at right.

Delivery of the presentation is seldom appropriate, with little attempt to interest the audience.

Delivery of the presentation is sometimes appropriate, with some attempt to interest the audience.

Delivery of the presentation is appropriate, with a clear intention to interest the audience.

Delivery of the presentation is effective, with suitable strategies used to interest the audience.

Delivery of the presentation is highly effective, with purposeful strategies used to interest the audience.

Criterion C: Language How clear and appropriate is the language? How well is the register and style suited to the choice of presentation? (“Register” refers to the student’s use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the presentation.)

The work does not reach a standard described by the descriptors at right.

The language is inappropriate, with virtually no attempt to choose register and style suited to the choice of presentation.

The language is sometimes appropriate, but with little sense of register and style suited to the choice of presentation.

The language is mostly appropriate, with some attention paid to register and style suited to the choice of presentation.

The language is clear and appropriate, with register and style well suited to the choice of presentation.

The language is very clear and entirely appropriate, with register and style consistently effective and suited to the choice of presentation.

Presentations that exceed 15 minutes, or are substantially under 12 minutes, will be penalized 1 Mark in Criterion B.

English A: Literature